Performing Arts

Subject Intent  

The intent of the Performing Arts curriculum at Jarrow School is to develop - through practical and vocational learning - students who are respectful, resilient, positive and independent, and to develop performers who are cooperative communicators, enthusiastic, creative and confident.

We strive to instil in students the cultural importance of the performing arts and for them to be proud of their own achievements in Performing Arts. We aim for students to have a comprehensive understanding of performing arts and the ability to apply this understanding to their own work, both practical and theory, and to use it to self-reflect and evaluate.

Our Performing Arts curriculum gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is on four areas of equal importance, which cover the:   

• Development of key skills to improve aptitude in Performing Arts, such as reproducing repertoire or responding to stimuli 
• Processes which underpin effective ways of working in the performing arts, such as development of ideas, rehearsal and performance 
• Attitudes that are considered most important in Performing Arts, including personal management and communication
• Knowledge that underpins effective use of skills, processes and attitudes in the sector, such as roles, responsibilities, performance disciplines and styles.

 

Key Stage 3 Overview

Year 7

Autumn Term		Spring Term		Summer Term
Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
Project 1 – Intro to Devising Focus: Vocal skills and physical skills	Project 1 - Anti-bullying Focus: Forming positive relationships and importance of collaboration	Project 2 – Twisted Fairy Tales Focus: Techniques and adapting a set text	Project 2 – Fairy Tales – Building Tension Focus: Techniques to engage the audience	Project 3 – TV and Film Focus: To explore TV and Film performance

 Year 8

Autumn Term		Spring Term		Summer Term
Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
Project 1 – History of Theatre Focus: Greek and Roman Theatre	Project 1 - History of Theatre Continued... Focus: Commedia, Slapstick and Pantomime	Project 2 – Stanislavski and Naturalism Focus: Practitioner and Style 1		Project 3 – Brecht Focus: Practitioner and Style 2

Year 9

Autumn Term		Spring Term		Summer Term
Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
Project 1 - Blood Brothers (Brecht) Focus: Practitioner and set text		Project 2 - Live Theatre Review Focus: Developing analytical skills of reviewing live repertoire		Project 3 - Dragon's Den Focus: Pitches (transferable skills)	Project 3 - Dragon's Den continued... Focus: Adverts (review of performing arts skills and techniques)

At the end of Key Stage 3, students should know/understand:

• Devising and the process
• Skills and techniques in performance
• Rehearsal skills and transferable skills
• A range of genres and styles across stage and film acting
• A range of practitioners and their influence
• How to use/analyse existing repertoire
• Careers in Performing Arts - key roles and responsibilities

Key Stage 4 Overview

From September 2026, Students in Drama will study the AQA GCSE Drama specification. Students in Dance will study BTEC Tech Award in Performing Arts.

GCSE Drama
2026 - 2028

Year 10

Autumn Term		Spring Term		Summer Term
Half term 1	Half term 2	Half term 3	Half term 4	Half term 5	Half term 6
Key knowledge and understanding of Component 1 – Section A Blood Brothers read through – Section B Exploring devising ideas Workshops to continue to develop practical skills		Section B – Mock questions  Devising rehearsals  Devising logs		Devising logs Devising performances  Revision for Section A and B

Year 11

Autumn Term		Spring Term		Summer Term
Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
Live performance – Section C  Mock Section A and B Script selection and preparation		Script preparation Revision of Section A and B Section C – development time		Examiner Performance  Written Exam

 

BTEC Drama
2026 - 2027

Year 11

Autumn Term		Spring Term		Summer Term
Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
Component 1: Exploring the Performing Arts Set brief by examination board  Practically explore the roles and responsibilities in the industry  Practically explore performance style shown in professional performance		Component 3: Responding to a brief Set brief by examination board.  Devising processes and approaches Practitioner styles and influences Skills and techniques – acting style		Component 3: Responding to a brief Final performance  Complete written logs

 

BTEC Dance
2026 - 2028

Year 10

Autumn Term		Spring Term		Summer Term
Half term 1	Half term 2	Half term 3	Half term 4	Half term 5	Half term 6
Component 2: Developing Skills and Techniques Entry skills audit  Research key roles and responsibilities in the industry  Explore practitioners and styles		Component 2: Developing skills Set brief by examination board – learning existing repertoire Review/analyse development over time		Component 1: Exploring the Performing Arts Review live performance  Collate research including:  Styles Creative intention  Stylistic qualities and features

Year 11

Autumn Term		Spring Term		Summer Term
Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
Component 1: Exploring the Performing Arts Set brief by examination board  Practically explore the roles and responsibilities in the industry  Practically explore dance style shown in professional performance		Component 3: Responding to a brief Set brief by examination board.  Choreographic processes and approaches Practitioner styles and influences Choreographic devices		Component 3: Responding to a brief Final performance  Complete written logs

 

Additional Curriculum Information

Most Able

Our most able Drama students are challenged and stretched through:

• The planning of effective and differentiated lessons
• Extension activities
• Support through classroom talk and questioning
• Setting high expectations and monitoring progress through effective assessment
• Tackling underachievement of more able students
• Enriched learning outside of the classroom with an engaging extra-curricular club

SEND

Specific schemes of work have been written for our students with ASD, with activities which are mindful of any sensory issues they may have and also:

• Encourage students to actively participate in their learning environment
• Encourage students to construct their own knowledge
• Offer students choice in assignments and activities
• Allow for self-reflection so students can reflect and communicate understanding

We also have differentiated schemes of work which are more accessible for students with low literacy levels which:

• Provide alternative instruction and assessment activities
• Challenge students at their appropriate level in terms of their readiness, interests and learning profiles

Despite this, Drama is a talent-based subject and therefore by nature, most lessons are accessible for students who may have a barrier to learning or an additional need.

Assessment

Key Stage 3

As this is a practical subject, the majority of assessments are performance based. Students are assessed on a range of criteria for each assessment and the overall mark is not just based on their final performance, but on the entire developmental process. Assessment is ongoing to inform planning, differentiation and appropriate challenge.

Key Stage 4

Assessment for Components 1 and 2 is carried out internally through both practical work and coursework.

Assessment for Component 3 is carried out externally through practical work and controlled assessments.

Homework

Homework is set half-termly and is made up of research tasks, learning lines, selecting music for performance pieces, reflective and self-evaluative written tasks.

Many of the homework tasks will inform student participation and level of engagement the following lesson and therefore will be assessed by outcome. Feedback for written tasks will be provided as verbal or written feedback.

Beyond the curriculum

There are many enrichment opportunities in Performing Arts, including a key stage 3 extra-curricular Drama Club and a Dance Club, theatre trips and links with local theatres and industry professionals.

Literacy & Subject Specific Vocabulary

Subject specific vocabulary and key words for the unit of work being studied are discussed and referred to each lesson and are displayed throughout on the Word Wall.

Opportunities to read are frequent in the form of scripts and texts which are being used as stimuli.