Why study drama at key stage 4?
WJEC Level 1/2 Vocational Awards (Technical Awards) provide learners with opportunities to study vocational subjects alongside GCSEs and other general and vocational qualifications as part of a broad programme of study.
They are primarily designed for learners aged 14-16 and offer an experience that focuses on applied learning, i.e., acquiring and applying knowledge, skills and understanding through purposeful tasks set in sector or subject contexts that have many of the characteristics of real work.
Level 1/2 Vocational Awards (Technical Awards) available in 9 subject areas, listed below, meet Ofqual and DfE requirements for the KS4 performance table qualifications.
- Construction and the Built Environment
- Engineering
- Global Business Communication (French, German, Spanish)
- Health and Social Care
- Hospitality and Catering
- ICT
- Performing Arts
- Retail Business
- Sport and Coaching Principles
Sector overview
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 |
Unit 2: Creating |
Unit 3: Performing Arts in Practice |
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 10 CURRICULUM (2022-23)
A study of leading drama practitioners, including Stanislavski, Brecht, Berkoff and Frantic Assembly.
Students complete research into the individual practitioner’s background and development of style, they learn practical techniques associated with each practitioner, watch professional works and then apply the techniques to scenes from various plays.
• To be able to identify techniques associated with key genres and practitioners.
• To be able to apply the techniques to practical work.
• To sustain the performance.
Focus Skills – Genres, Naturalism, Epic Theatre, Physical Theatre, Total Theatre, Research, and application skills.
Students work together in groups to devise scenes from a stimulus, applying appropriate page to stage techniques, including techniques from selected practitioners. They learn how to respond to a brief, apply artistic intentions and use structure effectively. They will learn how to plan and manage rehearsals. They design and apply production elements, such as sound and lighting, focusing on intention. Students will watch selected scenes back on video, receiving feedback from peers and learn how to write an evaluation. Through this scheme of work, students develop resources to support them with the completion of Unit 2 – Creating.
• To apply page to stage and rehearsal techniques.
• To be able to respond to a brief with clear artistic intentions.
• To be able to plan and manage rehearsals.
• 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 work, plot, structure, character, rehearsal, evaluation.
INTERNAL CONTROLLED ASSESSMENT: TASK 1
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: TASK 2
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: 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.
Students select scripts explored in the Styletasters scheme of work. They learn how to research a play, including artistic intentions, historical context and target audience. They practically explore the plot, devise scenes based on the themes and apply page to stage techniques to script extracts. Students use the the four practitioners’ styles (Styletasters scheme of work) to inform their work. They consider production elements, adding lighting, sound and set to one of the performances. At the end of the scheme of work students each select a script for Unit One.
• To be able to perform scripts and devise based on themes.
• To be able to apply practitioners’ techniques independently
• To be able to apply production elements, considering the meaning.
• To be able to make an informed decision about the selection of a script for unit one.
Focus Skills – Devising, performing scripts, applying techniques, production elements, historical context, themes, target audience.
yEAR 11 CURRICULUM (2023-24)
INTERNAL CONTROLLED ASSESSMENT: COMPLETION OF TASKS 1 AND 2
Students will recap over their chosen script from the ‘Investigating Texts’ scheme of work, including practical exploration of plot, characters, themes and writers’ intentions. Students will select a section of the text to perform in groups. They will practically experiment with different intentions, styles and approaches. Students will individually complete research into their chosen play, including the original intentions for the piece, target audience and historical context. This research will lead to a clear intention for their own performance. Students will explore different rehearsal techniques and learn how to create an effective rehearsal schedule, including the ability to allocate clear individual roles and tasks. By the end of this scheme of work students will have created a portfolio of notes to use when completing Unit One – Performing.
• To explore plot, structure, themes and characters within an existing script.
• To make informed decisions about which scene to perform, including artistic intentions and style.
• To complete research into the original play, including intentions and historical context.
• To create a rehearsal schedule that identifies clear roles within the group.
Focus skills – Plot, themes, structure, characterisation, genres, application of practitioners techniques, artistic intention, page to stage techniques, research, individual roles, rehearsal scheduling.
INTERNAL CONTROLLED ASSESSMENT: COMPLETION OF TASKS 3 AND 4
(30% of qualification)
Learners will identify the original intentions of their chosen script, including target audience and historical context. They will identify their own artistic intentions for their performance. They will develop a clear rehearsal plan, including identification of individual roles. They will run practical rehearsals and keep a rehearsal diary. They will perform their scene to an audience. They will evaluate their performance. Evidence for this unit must be produced during 10 hours of controlled assessment time.
• To be able to identify the original intentions of their chosen script.
• To be able to state and apply their own artistic intentions.
• To be able to rehearse, perform and evaluate a scene from a play.
Focus Skills – Artistic intentions, production elements, characterisation, page to stage techniques, rehearsal schedule, performance skills, evaluation.
EXTERNAL ASSESSMENT: COMPLETION OF TASKS 1, 2 AND 3
Students will learn about the different job roles within the Performing Arts Industry. They will learning about funding applications and pitching ideas. Students will practically explore the creation of ‘showcase elements’, such as a key scene from a play idea, a lighting design, or a set design. They will create promotional material for a fictional show, and learn how to evaluate the success of a project.
• 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 TASKS 4, 5 AND 6
Students will learn about the different job roles within the Performing Arts Industry. They will learning about funding applications and pitching ideas. Students will practically explore the creation of ‘showcase elements’, such as a key scene from a play idea, a lighting design, or a set design. They will create promotional material for a fictional show, and learn how to evaluate the success of a project.
• 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.
Year 10 Curriculum (2023-24)
A study of leading drama practitioners, including Stanislavski, Brecht, Berkoff and Frantic Assembly.
Students complete research into the individual practitioner’s background and development of style, they learn practical techniques associated with each practitioner, watch professional works and then apply the techniques to scenes from various plays.
• To be able to identify techniques associated with key genres and practitioners.
• To be able to apply the techniques to practical work.
• To sustain the performance.
Focus Skills – Genres, Naturalism, Epic Theatre, Physical Theatre, Total Theatre, Research, and application skills.
INTERNAL CONTROLLED ASSESSMENT: TASKS 1 AND 2
Students select scripts explored in the Styletasters scheme of work. They learn how to research a play, including artistic intentions, historical context and target audience. They practically explore the plot, devise scenes based on the themes and apply page to stage techniques to script extracts. Students use the the four practitioners’ styles (Styletasters scheme of work) to inform their work. They consider production elements, adding lighting, sound and set to one of the performances. At the end of the scheme of work students each select a script for Unit One.
• To be able to perform scripts and devise based on themes.
• To be able to apply practitioners’ techniques independently
• To be able to apply production elements, considering the meaning.
• To be able to make an informed decision about the selection of a script for unit one.
Focus Skills – Devising, performing scripts, applying techniques, production elements, historical context, themes, target audience.
INTERNAL CONTROLLED ASSESSMENT: COMPLETION OF TASK 3
Students will recap over their chosen script from the ‘Investigating Texts’ scheme of work, including practical exploration of plot, characters, themes and writers’ intentions. Students will select a section of the text to perform in groups. They will practically experiment with different intentions, styles and approaches. Students will individually complete research into their chosen play, including the original intentions for the piece, target audience and historical context. This research will lead to a clear intention for their own performance. Students will explore different rehearsal techniques and learn how to create an effective rehearsal schedule, including the ability to allocate clear individual roles and tasks. By the end of this scheme of work students will have created a portfolio of notes to use when completing Unit One – Performing.
• To explore plot, structure, themes and characters within an existing script.
• To make informed decisions about which scene to perform, including artistic intentions and style.
• To complete research into the original play, including intentions and historical context.
• To create a rehearsal schedule that identifies clear roles within the group.
Focus skills – Plot, themes, structure, characterisation, genres, application of practitioners techniques, artistic intention, page to stage techniques, research, individual roles, rehearsal scheduling.
INTERNAL CONTROLLED ASSESSMENT: COMPLETION OF TASKS 4 AND 5
Learners will identify the original intentions of their chosen script, including target audience and historical context. They will identify their own artistic intentions for their performance. They will develop a clear rehearsal plan, including identification of individual roles. They will run practical rehearsals and keep a rehearsal diary. They will perform their scene to an audience. They will evaluate their performance. Evidence for this unit must be produced during 10 hours of controlled assessment time.
• To be able to identify the original intentions of their chosen script.
• To be able to state and apply their own artistic intentions.
• To be able to rehearse, perform and evaluate a scene from a play.
Focus Skills – Artistic intentions, production elements, characterisation, page to stage techniques, rehearsal schedule, performance skills, evaluation.
Students work together in groups to devise scenes from a stimulus, applying appropriate page to stage techniques, including techniques from selected practitioners. They learn how to respond to a brief, apply artistic intentions and use structure effectively. They will learn how to plan and manage rehearsals. They design and apply production elements, such as sound and lighting, focusing on intention. Students will watch selected scenes back on video, receiving feedback from peers and learn how to write an evaluation. Through this scheme of work, students develop resources to support them with the completion of Unit 2 – Creating.
• To apply page to stage and rehearsal techniques.
• To be able to respond to a brief with clear artistic intentions.
• To be able to plan and manage rehearsals.
• 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 work, plot, structure, character, rehearsal, evaluation.
yEAR 11 CURRICULUM (2024-25)
INTERNAL CONTROLLED ASSESSMENT: COMPLETION OF TASKS 3 AND 4
INTERNAL CONTROLLED ASSESSMENT: COMPLETION OF TASKS 3 AND 4
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.
