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Performing Arts

Performing Arts at Meopham School

At Meopham School we believe that performing arts plays a major role in the development of the whole person. Performing arts is a subject that encourages working with others, developing communication skills and therefore the ability to work in a group. It develops confidence, creativity, team worker skills, communication, memory and initiative.

The performing arts department aims to provide students with challenging, creative activities that develop the above skills within a lively, enthusiastic environment. Students are encouraged to reach their full potential and beyond.

The delivery of all sessions has a practical focus to ensure students are engaged at a level most suitable for their bodies at that time. We encourage pupils to perform, analyse and write about preforming arts, as well as using performing arts to promote healthy lifestyles.

Acting is not about dressing up. Acting is about stripping bare. The whole essence of learning lines is to forget them so you can make them sound like you thought of them that instant.
(Glenda Jackson)

Dancing teaches you a sense of accomplishment. The discipline of dance teaches you self-discipline. You know you can achieve what you set out to do, not just with dance, but with anything you choose.’ (Melissa Hayden)


Performing Arts at KS3

In year 7 and 8, students alternate between a term of dance and a term of drama.

The study basic skills and techniques as well as specific dance styles. They explore a range of drama tools and look at communicating with an audience in a creative way. Lessons are broken down as follows:-




Mass Sculpture

Mass Sculpture


Baseline 1 Create



Baseline 2 Perform



Character Create



Character Perform



Plot Create



Plot Perform



Plot Perform Evaluate










Freeze Frame



Montage - Create



Montage Perform



Cross Cutting - Create



Cross Cutting - Perform



Thought Tracking - Create


Perform and Evaluate

Thought Tracking - Perform


Slavery Intro - Still image






Text as a Stimulus



Meaningful Performance using tools

Musical Theatre






Perform and Evaluate



Holocaust Intro - Still image






Text as a Stimulus



Meaningful Performance using tools





Perform and evaluate



Bullying - Still Image

Physical Theatre Intro - Interactive house.


Story as a stimulus

Bodies as Props


Story as a stimulus

Authority through blocking and physicality


Poem as a Stimulus

Authority through blocking and physicality


Poem as a Stimulus






Choreography Project


KS3 Curriculum Overview

Performing Arts at KS4 (Beginning at year 9)

GCSE Drama is an exciting, inspiring and practical course. Promoting involvement in and enjoyment of drama. It provides opportunities to attend live theatre performances and to develop skills as informed and thoughtful audience members.

Learners will be given opportunities to participate in and interpret their own and others' drama.


Component 1: Devising Theatre

Non-exam assessment: internally assessed, externally moderated

40% of qualification

Learners participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus . Learners must produce:

· a realisation of their piece of devised theatre

· a portfolio of supporting evidence

· an evaluation of the final performance or design.

Component 2: Performing from a Text

Non-exam assessment: externally assessed by a visiting examiner

20% of qualification

Learners study two extracts from the same performance text chosen by the centre.

Learners participate in one performance using sections of text from both extracts.

Component 3: Interpreting Theatre

Written examination: 1 hour 30 minutes 40% of qualification

Section A: Set Text

A series of questions on one set text from a choice of five

Section B: Live Theatre Review

One question, from a choice of two, requiring analysis and evaluation of a given aspect of a live theatre production seen during the course.


GCSE Dance encourages students to learn to choreograph, perform and appreciate dance as an art form. The specifications enables students to participate in and appreciate dance from more than one style. Working collaboratively with others, develop knowledge, skills and understanding of health, well-being relevant to dance,.

Component 1

Performance 30% of GCSE40 marks

• Set phrases through a solo performance (approximately one minute in duration)

• Duet/trio performance (three and a half minutes in duration)

Choreography 30% of GCSE 40 marks

• Solo or group choreography – a solo (two to two and a half minutes) or a group dance for two to five dancers (three to three and a half minutes)

Non-exam assessment (NEA) marked by the centre and moderated by AQA.

Component 2:

Written exam: 1 hour 30 minutes 40% of GCSE 80 marks Dance appreciation

• Knowledge and understanding of choreographic processes and performing skills

• Critical appreciation of own work

• Critical appreciation of professional works

Questions based on students' own practice in performance and choreography and the GCSE Dance anthology.


Extra-Curricular and Performance opportunities

Dance club is held in the studio every week after school between 3.05pm and 4.05pm and is open to all students year 7-11.

Each year, students from all years have an opportunity to perform in the ‘Christmas Cracker’ and the ‘Summer Show’. Both occasions are a chance for students to showcase the work they have achieved in lessons, as well as pieces they have created themselves outside of the curriculum.