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Tech Award Drama

Why study drama at key stage 4?

The Arts Council (2018) has warned that ‘a decrease in the number of schools offering creative art and design courses, the decrease in the number of students studying these subjects and a lack of effective information, advice and guidance on careers in the creative and cultural sector are perceived to be threatening the development of the talent pipeline.’

The Society of London Theatre and UK Theatre Association (2017) have also emphasised that in a post-EU Britain it will be vital for the sector to build on its success with ‘home grown’ talent and continued partnerships to ensure we retain our world-leading reputation. In 2015 the music, performing and visual arts sector, was worth £5.4 billion a year to the UK economy. This represented a growth of almost 10% from 2012 to 2013. The 10% increase was three times that of the wider UK economy during the same period. The figures showed a 46% increase in the music and performing arts sector since 2008. In 2018, 77,000 people were employed in performing arts. The number of employees in performing arts had increased from 59,000 in 2013. This highlights the importance of qualifications in developing the performing arts skills of young people.

Qualification Objective

The Vocational Award in Performing Arts has been designed to support learners in schools who want to learn about this vocational sector and the potential it can offer them for their careers or further study. It is most suitable as a foundation for further study. This further study would provide learners with the opportunity to develop a range of specialist and general skills that would support their progression to employment.

Key stage 4 Specification at a glance

Summary of Assessment

Unit 1: Performing
Controlled assessment: 10 hours 30% of qualification
60 marks

Unit 2: Creating
Controlled assessment: 10 hours 30% of qualification
60 marks

Unit 3: Performing Arts in Practice
External controlled assessment: 20 hours
40% of qualification
80 marks

An assignment brief will be provided by WJEC which will include a scenario and several tasks for each of the above tasks for each assessment window.

yEAR 11 CURRICULUM (2025-26)

INTERNAL CONTROLLED ASSESSMENT: COMPLETION OF TASKS 3 AND 4

Students work individually to respond to a brief from the examination board. They will develop an original idea for a performance, including creation of plot, structure and characters, clear artistic intentions and application of production elements. They will need to consider a minimum of two practitioners styles when developing their performance. Each student will plan and lead a series of rehearsals within a group, to create a performance of between 3 – 6 minutes. They will perform their work to an audience and then evaluation the work based on feedback and personal observation. Evidence for this unit must be produced during 10 hours of controlled assessment time.

• To explore and develop original ideas.
• To be able to respond to a brief with clear artistic intentions.
• To be able to apply knowledge and skills to create original work.

• To be able to evaluate their own work, identifying strengths and areas for improvement.

Focus skills – Application of practitioners techniques, artistic intention, page to stage techniques, response to a brief, creating original work, plot, structure, character, rehearsal, evaluation.

INTERNAL CONTROLLED ASSESSMENT: COMPLETION OF TASKS 3 AND 4

Students work individually to respond to a brief from the examination board. They will develop an original idea for a performance, including creation of plot, structure and characters, clear artistic intentions and application of production elements. They will need to consider a minimum of two practitioners styles when developing their performance. Each student will plan and lead a series of rehearsals within a group, to create a performance of between 3 – 6 minutes. They will perform their work to an audience and then evaluation the work based on feedback and personal observation. Evidence for this unit must be produced during 10 hours of controlled assessment time.

• To explore and develop original ideas.
• To be able to respond to a brief with clear artistic intentions.
• To be able to apply knowledge and skills to create original work.

• To be able to evaluate their own work, identifying strengths and areas for improvement.

Focus skills – Application of practitioners techniques, artistic intention, page to stage techniques, response to a brief, creating original work, plot, structure, character, rehearsal, evaluation.

EXTERNAL ASSESSMENT: COMPLETION OF TASKS 4, 5 AND 6

Students will respond to a brief set by the examination board, in which they will be asked to pitch an idea for a performance. They will need to develop an idea, including clear artistic intentions and purpose, and work practically to develop a ‘showcase element’ for their idea (a scene or production design). They will create marketing material for their performance, develop production schedules, and carry out budgeting. They will then pitch their idea to an audience. The videoed pitch will be submitted to the examination board, alongside written coursework. They will then evaluate the effectiveness of their pitch. Evidence submitted must be created during 20 hours of controlled assessment time. There are seven tasks to complete in total. Learners will complete tasks 1, 2 and 3 in Spring 1, tasks 4, 5 and 6 in Spring 2 and task 7 in Summer 1.

• To be able to plan performance work, considering the factors influencing the creation of professional work.
• To be able to create promotional material, including a ‘showcase element’.
• To be able to pitch a performance idea to an audience.

Focus Skills – Careers / Job roles, pitching, promotion, devising, showcase elements, budgeting, production elements, plot, character, theme, purpose, artistic intention, evaluation.

EXTERNAL ASSESSMENT: COMPLETION OF TASK 7

Students will respond to a brief set by the examination board, in which they will be asked to pitch an idea for a performance. They will need to develop an idea, including clear artistic intentions and purpose, and work practically to develop a ‘showcase element’ for their idea (a scene or production design). They will create marketing material for their performance, develop production schedules, and carry out budgeting. They will then pitch their idea to an audience. The videoed pitch will be submitted to the examination board, alongside written coursework. They will then evaluate the effectiveness of their pitch. Evidence submitted must be created during 20 hours of controlled assessment time. There are seven tasks to complete in total. Learners will complete tasks 1, 2 and 3 in Spring 1, tasks 4, 5 and 6 in Spring 2 and task 7 in Summer 1.

• To be able to plan performance work, considering the factors influencing the creation of professional work.
• To be able to create promotional material, including a ‘showcase element’.
• To be able to pitch a performance idea to an audience.

Focus Skills – Careers / Job roles, pitching, promotion, devising, showcase elements, budgeting, production elements, plot, character, theme, purpose, artistic intention, evaluation.

Completion and assessment of Unit 3