Performing Arts

Intent Statement

The KS4 Performing Arts curriculum is designed to develop students’ cultural capital in and through musical theatre. The curriculum encourages an appreciation of a range genres, challenging different themes and during varying time periods. Students will gain a depth of knowledge in performing and also critically analysing live musicals; by extending their learning to outside the classroom and into theatres it focusses on the significance of musical theatre in social and historical contexts, and how it has been, and can still be used as a tool to aid social change. Through learning about performing arts students will also gain an understanding of how musicals are often produced and released currently, providing knowledge of the Arts Industry and how it has changed over time with the development of technology. This curriculum, therefore, gives a very varied approach to musical theatre, providing a comprehensive knowledge of the importance of performance in many contexts.

Performing Arts is separated into performing and production disciplines, within which are multiple roles including actor, dancer, singer, musician, costume/set designer, choreographer, and director. These branches of Performing Arts are taught and developed together with the aim to build personal skills that students can draw upon to succeed, not only in Performing Arts lessons but also beyond school life and in future employment. Through practicing Performing Arts, students will develop confidence and knowledge in interpersonal communication.

The order of composites has been arranged to best develop the students’ knowledge and understanding of the performing arts. The first composites focus on roles and responsibilities within the performing arts, as well as providing opportunities for all students to self-evaluate their abilities within the discipline. This procedural knowledge is then built upon throughout the following composites, which focus on developing students’ abilities within the Performing Arts, through workshops, rehearsals and continuous individual assessment.

Each term, students will learn the contextual knowledge required to then create their own performances, based off of a stimulus. Through the process of workshops and rehearsals, students will continuously develop their abilities within Performing Arts.

During term 1, students will be introduced to the main roles within musical theatre. Students will evaluate their own proficiencies in these roles to determine which disciplines they are going to focus on improving throughout the term. The talent showcase at the end of composite 2 gives students the opportunity to prepare and put on a show, performing as part of an ensemble. This composite allows students to have more free choice over the discipline they would like to showcase. Throughout composite 3, students learn the contextual knowledge of musical theatre, which is then put into practise for composite 4. During this composite, students plan and perform a scene/song from a musical as part of an ensemble. Composite 5 and 6 build further on the knowledge learnt to prepare for an audition. Students then use this to audition for and create a ‘Parker Live’ show. Throughout these composites, students will continuously self-evaluation their own roles and responsibilities within the project and use this to guide their improvement throughout the next.

The year 11 composites focus on preparing students to be able to devise performances, based on a set brief, using the knowledge they have acquired through year 10. Composite 8 focuses on pantomime, as this gives students some structure to write a script from. Students will use knowledge of the features of pantomime in order to create and perform their own.

The Performing Arts course provides:

  • A knowledge of musical genres and the varying disciplines within musical theatre
  • An excellent understanding of how musical provenance – the historical, social and cultural origins of music – contributes to the diversity of musical styles.
  • The ability to give precise written and verbal explanations, using terminology effectively, accurately and appropriately.
  • A passion for and commitment to a diverse range of musical theatre disciplines
  • An ability to work within part of an ensemble, communicating ideas effectively
  • Discipline to work independently


Higher-Level Plan

MTP 1 – Timeline

MTP 2 – Technical Theatre

MTP 3 – We Will Rock You

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