Performing Arts

Dance education at Neston High School emphasises the development of physical skills alongside creative and expressive abilities. Students are introduced to a range of dance styles, from contemporary dance to cultural and social dances, broadening their understanding of movement vocabulary and technical skills. The curriculum focuses on improving coordination, strength, flexibility, and musicality, while encouraging students to explore their personal expression through movement. This physical engagement also promotes health and fitness, supporting overall well-being. At KS3 level, dance is taught as part of the PE curriculum in Years 7 and 9. At KS4 level, dance is offered as a BTEC Level 2 Tech Award. 

Beyond the physical aspects, dance education fosters creativity and teamwork through choreography and performance projects. Students learn how to create original dance pieces, often collaborating in groups, which enhances their communication, planning, and problem-solving skills. The study of dance also involves understanding its cultural significance and historical development, allowing students to appreciate dance as a form of storytelling and cultural expression. This broadens their global awareness and respect for diverse artistic traditions. 

Assessment in dance commonly includes practical performances, choreography assignments, and written work such as reflective journals or research essays on dance history, theory and the importance of roles and responsibilities in theatre. These assessments aim to measure students’ technical proficiency, creative thinking, and understanding of dance/theatre concepts. By combining practical and theoretical learning, the dance curriculum nurtures versatile performers and informed audiences, equipping students with skills that support both artistic pursuits and personal development. 

“Dance is the hidden language of the soul of the body.” 
— Martha Graham 

Dance is taught through the PE curriculum and is studied for one term to all of Year 7 and to those students who choose it in Year 9.  

Year 7 Nutcracker, by Matthew Bourne is a fantastic way to introduce students to an innovative storytelling through dance. Bourne’s version reimagines the classic ballet with a fresh, contemporary twist that includes humour, character-driven choreography, and dramatic scenes. We explore the main characters and themes like imagination, adventure, and growing up, encouraging students to interpret the story through movement and expression. We learn key dance phrases, improvisation based on scenes, and discussions about how dance can tell a story without words.  

Year 9 we focus on the work ‘Swansong’ by Christopher Bruce. Swansong is a moving dance that tells a story about standing strong even when times are tough. In Year 7 dance, students will explore the emotions and movements in this piece, learning how dance can express powerful stories in a creative way! Students will practice skills like posture, timing, dynamics, isolation, levels, spatial awareness, partnering, and facial expression to powerfully convey the emotions and story behind the dance. This focuses on showing the students how different dance techniques can tell a story without words. 

GCSE Exam Board: Pearson BTEC Level 1/Level 2 Tech Award in Performing Arts (Dance) 

Website: Performing Arts (2022) | BTEC Tech Awards | Pearson qualifications 

The Pearson BTEC Level 1/Level 2 Tech Award in Performing Arts (Dance) is a vocational qualification designed for students to develop practical dance skills and theoretical understanding. It comprises three components:  

1. Component 1: Exploring the Performing Arts 
   Students investigate professional dance works and practitioners, exploring how themes and ideas are communicated through dance. This component is internally assessed and externally moderated. 

2. Component 2: Developing Skills and Techniques in the Performing Arts 
   Learners develop technical and interpretative dance skills through practical workshops and performances. They reflect on their progress and apply feedback to improve their performance. This component is also internally assessed and externally moderated. 

3. Component 3: Responding to a Brief 
   In this externally assessed component, students respond to a given brief to create and perform a dance piece, demonstrating their ability to apply skills and techniques in a practical context. 

Assessment is based on a combination of practical performances, written coursework, and reflective logs. The qualification provides a foundation for further study in dance and performing arts, as well as potential career opportunities in the creative industries. 

A degree or training in dance opens a diverse career and further education pathways. Graduates can pursue careers as professional dancers, choreographers, or dance teachers, working in theatres, companies, schools, or community programs. Many also find roles in dance therapy, arts administration, or dance production. Further education options include advanced training in choreography, dance research, or performance studies through master’s or doctoral programs. Some dancers transition into related fields such as physical therapy, movement coaching, or creative arts therapy. Additionally, continuing education can enhance skills in teaching, choreography, or dance technology, supporting a lifelong career in the dance industry. 

University Degrees 
A university degree in Dance combines practical training with academic study to develop skills in performance, choreography, and dance theory. Students learn various dance styles, movement techniques, and how to express creativity through the body. The course often includes modules on dance history, anatomy, kinesiology, and choreography principles. Many programs encourage participation in performances and collaborations, providing hands-on experience. Graduates gain strong physical, artistic, and critical thinking skills, preparing them for careers as professional dancers, choreographers, teachers, or roles in dance therapy and arts management. 

Career Prospects 
A degree in dance leads to various career opportunities such as professional dancer, choreographer, and dance instructor. Graduates can work in dance companies, schools, theatres, or community arts programs. Other roles include dance therapy, arts administration, and production coordination. Some pursue further study in choreography or performance research. Skills gained also apply to related fields like movement coaching and creative arts therapy. Dance careers often combine creativity, teaching, and performance in dynamic environments. 

Apprenticeships and Industry Links 
Apprenticeships in dance offer valuable hands-on experience with professional companies and choreographers. Many dance organizations and theatres provide industry placements that help develop practical skills in performance and choreography. These links create opportunities for networking and building a career in the dance world. Collaborations with festivals and dance schools often lead to internships and workshops. Apprenticeships bridge education and professional practice, giving dancers real-world insight. They are essential for gaining experience and entering the competitive dance industry. 

Subject Lead Contact

For any subject-specific queries, curriculum information, or academic support, please contact:

Subject Lead

Mrs Hazler – Dance Specialist teacher: hickeyc@nestonhigh.com 

Drama education at Neston High School offers students a dynamic platform to develop communication skills, empathy, and confidence by engaging students in activities such as improvisation, role-play, and scripted performances. Through these experiences, learners build their ability to collaborate, think critically, and respond creatively to various social and cultural issues. The practical nature of drama allows students to experiment with voice, movement, and emotion, fostering a deep understanding of storytelling and characterisation. 

The curriculum also incorporates the study of theatrical forms and traditions from different historical periods and cultures, helping students appreciate the diversity and evolution of drama as an art form. Students engage with key playwrights and scripts, analysing dramatic techniques and themes. This theoretical aspect complements the practical work by developing analytical skills and an awareness of the cultural and social contexts in which drama is created and performed. It nurtures critical thinking and an understanding of how drama can reflect and challenge societal values. As a performer in Drama at KS4, students deepen their understanding of performance techniques, character development, and staging. They explore a wider range of texts and styles—both scripted and devised—and learn how to interpret and communicate meaning effectively to an audience. As an actor/actress at KS5 students refine their skills as performers and creators by exploring complex performance styles, advanced character development, and innovative staging techniques. They engage critically with a diverse range of texts and practitioners, both classic and contemporary, and develop their own original work through devising. Students also deepen their understanding of theatre theory and context, learning to analyse and evaluate performance with a professional-level insight. 

Assessment in drama at KS3 is of a practical nature, however at KS4/5 it typically includes both performance and written components, allowing students to demonstrate their skills in a variety of ways. Performances provide an opportunity to showcase practical abilities, including acting, directing, and devising original work. Written assignments may involve reflections, script analysis, or research on theatrical history and theory. Together, these assessments ensure that students develop a well-rounded appreciation of drama, equipping them with transferable skills relevant to many fields in and beyond the arts. 

 

“Drama in education is not just about acting; it’s a powerful tool that ignites creativity, empathy, and critical thinking in every learner.” 

 

Key Stage 3 (Years 7-9): 

Year7	AUTUMN1	AUTUMN2	SPRING1	SPRING2	SUMMER1	SUMMER2
Topic	Me and my Community	Me and my Community	Commedia dell'arte and Pantomime	Commedia dell'arte and Pantomim	Texts Lord of the flies	Texts Lord of the Flies

 

Year 8	AUTUMN1	AUTUMN2	SPRING1	SPRING2	SUMMER1	SUMMER2
Topic	Shakespeare	Shakespeare	Texts/scripts	Texts/scripts	Devising	Devising

 

Year 9	AUTUMN1	AUTUMN2	SPRING1	SPRING2	SUMMER1	SUMMER2
Topic	Blood Brothers	Blood Brothers	Practitioners in Practice	Practitioners in Practice	Blood Brothers   – design/  lighting/  Costume.	Blood   Brothers   – design/  lighting/  Costume.

 

Key Stage 4 (Years 10-11): 

GCSE Exam Board: AQA Drama 

Full specification can be found here: AQA | Drama | GCSE | GCSE Drama 

Assessment: The AQA GCSE Drama course allows students to explore drama as both performers and creators, developing practical skills alongside theoretical understanding. It is made up of three key components: 

Component 1: Understanding Drama 

• Written exam (1 hour 45 minutes) – 40% of GCSE 

• Covers theatre roles, stage types, and key terminology. 

• Students study one set play (e.g., The Crucible, Blood Brothers) and analyse a live theatre production they've seen. 

Component 2: Devising Drama 

• Practical and coursework – 40% of GCSE 

• Students create and perform an original piece of drama based on a stimulus. 

• Includes a written log reflecting on the development and evaluation of their work 

Component 3: Texts in Practice 

• Practical performance – 20% of GCSE 

• Students perform two extracts from a published play. 

• Assessed on acting skills, characterisation, and ability to communicate meaning to an audience 

This course balances creativity and analysis, helping students build confidence, teamwork, and a deeper appreciation of theatre.  

 

Key Stage 5 (Years 12-13): 

A Level Exam Board: AQA Drama and Theatre Studies 

Full specification can be found here: AQA | Drama | A-Level | A-level Drama 

AQA A-level Drama and Theatre – Overview 

This course encourages students to explore drama as both creators and critics, developing their practical performance skills alongside an in-depth understanding of theatrical texts, styles, and practices. 

Component 1: Drama and Theatre 

• Written Exam – 3 hours (40% of A-level) 

• Students study two set plays (one from List A and one from List B) 

• Analyse and evaluate live theatre seen during the course 

• Assesses knowledge of performance, design, and directing in context 

Component 2: Creating Original Drama (Practical NEA) 

• Coursework – Devised performance and written Working Notebook (30% of A-level) 

• Students devise original drama influenced by the work of a prescribed practitioner 

• Internally assessed and externally moderated 

Component 3: Making Theatre (Practical NEA) 

• Performance of Extract 3 from a published play (30% of A-level) 

• Also includes a Reflective Report analysing and evaluating theatrical interpretation of three extracts 

• Assessed by an AQA examiner 

 
Careers and Further Education Pathways 

After completing A-level Drama and Theatre, students have a range of exciting options for further study and career development. Many choose to pursue drama or performing arts degrees at university or apply to specialist drama schools and conservatoires to train in acting, directing, technical theatre, or stage design. Others may explore related fields such as film, television, scriptwriting, or media production. In terms of careers, drama can lead to roles such as actor, director, producer, stage manager, set/costume designer, drama therapist, or teacher. The course also builds transferable skills like communication, teamwork, confidence, and creative thinking—valuable in a variety of industries such as marketing, events, journalism, education, and public relations. 

University Degrees 
A Drama degree offers students a comprehensive study of theatre and performance arts. Students explore various aspects of drama, including acting, directing, playwriting, TV, theatre history and stage design. The course often combines practical workshops with theoretical studies. 

Key areas of study include: 

• Acting: Techniques for stage and screen, character development, voice and movement training. 

• Directing: Concepts of staging, working with actors, interpreting scripts. 

• Playwriting: Creating original scripts, understanding dramatic structure. 

• Theatre History and Theory: Study of dramatic literature, history of theatre traditions, critical analysis. 

• Technical Theatre: Lighting, sound, set and costume design. 

• Performance Studies: Exploring contemporary performance practices, improvisation, and physical theatre. 

Students often participate in productions and performances, gaining practical experience alongside academic learning. 

Career Prospects 
A degree in Drama opens the door to a wide range of creative and practical careers. Graduates can become actors, theatre directors, or playwrights, bringing stories to life on stage and screen. Many work behind the scenes as stage managers, set designers, or lighting and sound technicians, shaping the visual and audio experience of performances. Drama graduates also pursue careers as drama teachers, drama coaches, or drama therapists, helping others develop confidence and expression. Others find roles in arts administration, event coordination, or cultural organizations, supporting the wider creative industry. Skills gained from a Drama degree—such as communication, creativity, and teamwork—are valuable in many fields, including media, film production, and journalism. This versatility allows graduates to explore opportunities in both artistic and managerial roles. Overall, a Drama degree offers a solid foundation for anyone passionate about the performing arts and beyond. 

Apprenticeships & Industry Links 
Apprenticeships in drama provide hands-on experience in acting, stage management, TV and technical theatre roles. Many theatre companies and production houses offer industry placements to help students build practical skills. These links connect learners with professionals, opening doors to networking and career opportunities. Partnerships with drama schools and festivals often lead to internships and collaborative projects. Apprenticeships help bridge the gap between education and professional work in the performing arts. They are a valuable pathway for gaining real-world experience and industry insights. 

Contact & Support 

Mrs C Hickey

Performing Arts Curriculum Leader: hickeyc@nestonhigh.com  

Curriculum Intent 

At Neston, our music curriculum fosters a vibrant, inclusive community where creativity thrives, academic excellence is encouraged, and a lifelong love of the arts is nurtured. We offer a rich and diverse programme spanning multiple musical genres, cultures, and historical eras, ensuring every student can discover and develop their unique talents. 

With exceptional teaching, excellent facilities, and a wide range of performance opportunities throughout the year, we empower students to reach their full potential, not only as musicians but as confident, well-rounded individuals. Our curriculum emphasises constructive feedback and clear pillars of musical development to support ongoing progress. 

Music at Neston extends beyond academics to support emotional and social growth. It provides a creative outlet for self-expression, builds self-esteem, and fosters essential life skills such as collaboration and communication through group performances and projects. Our programme promotes cultural awareness and respect for diverse traditions and perspectives. Through music, we nurture compassionate, engaged learners ready to thrive inside and outside the classroom. 

We are committed to creating an environment where every student feels valued and inspired, their artistic journeys celebrated, and the transformative power of music enriches their lives for years to come. 

 

Overview and Structure  

Key Stage 3 (Years 7-9): 

The Curriculum 

 The music curriculum at Neston High School offers a high-quality education for all students. This will guide pupils on an enriching journey, providing a comprehensive and engaging musical experience that prepares them for further study. 

  

Key Stage 3 Curriculum 

Our KS3 music curriculum is informed by the National Curriculum and the Model Music Curriculum (2021), ensuring clear progression in musical knowledge and skills from one year to the next. It encompasses a wide range of musical genres and styles, providing a balanced approach that includes Western classical music, contemporary music, and music from various cultures. The curriculum outlines a sequence of learning across singing, listening, composing and performing/instrumental performance. 

Students currently receive 1 hour of music a week throughout year 7 and 9, and a fortnightly lesson in year 8. 

  The framework for KS3 is as follows: 

Year 7
Find your Voice!	I’ve got rhythm	Keyboards: Performance and Practice	Ukulele skills	Build a band	Samba
Year 8
I Guess That’s Why they call it ‘The Blues’	Rock and  Roll	Hooks and Riffs   (Performing)	Hooks and  Riffs   (composing)	Video game  (Performing)	Video game  (Composing)
Year 9
Film Music	Film Music	Electronic Dance Music	Mersey Beat	Pop Music	Pop music and Exploring the Music Industry

 

Throughout Key Stage 3, formative assessment is a key tool in enhancing student progress in performance, composition, and listening. By providing regular, detailed feedback, it helps both students and teachers gain a clear understanding of learning progress and identify specific areas for improvement. Rather than focusing solely on final outcomes, this approach targets individual musical techniques and expressive skills, enabling tailored support that promotes steady and meaningful development. 

Key Stage 4 Curriculum 

Pupils in key stage 4 receive 3 hours of music per week. 

Students at KS4 level study the BTEC Tech award in music practice (2022) which comprises of three components which take place within year 10 and 11: 

Component 1: Exploring Music Products and Styles 

• Assessment: Internal (marked by the centre, moderated by Pearson) 

• Weighting: 30% 

This component introduces students to a variety of music genres and styles, focusing on how musical elements and technology are used in creating and producing music. Through practical work and analysis, students develop a clear understanding of the creative and production processes within the music industry. 

Component 2: Music Skills Development 

• Assessment: Internal (marked by the centre, moderated by Pearson) 

• Weighting: 30% 

In this component, students build their technical, creative, and professional music skills through focused rehearsal and practice. They concentrate on two areas such as performance, creation, or production, tracking their progress to develop practical abilities relevant to the music industry. 

Component 3: Responding to a Commercial Music Brief 

• Assessment: External (set and marked by Pearson) 

• Weighting: 40% 

Students respond to a real-world music brief by creating and presenting a music product. This component assesses their creativity, technical skills, planning, and understanding of industry expectations through a practical project set and marked externally. 

 

Careers and Further Education Pathways 

The UK music industry is thriving, contributing over £5 billion to the economy each year and supporting more than 200,000 jobs. It offers a wide range of exciting career paths, including performing, songwriting, production, sound engineering, and event management. As one of the fastest-growing creative sectors, the music industry not only promises strong career prospects but also helps students develop important skills like teamwork, creativity, and communication. Studying music can open doors to a rewarding and dynamic career in this vibrant industry. 

The BTEC Tech Award in Music Practice provides students with valuable hands-on experience in music creation, performance, and production. This course helps develop essential technical, creative, and professional skills through project-based learning, encouraging creativity, teamwork, and important skills such as time management and communication. It serves as an excellent foundation for further study in music or related subjects and opens pathways to careers in areas like performance, music production, composition, sound engineering, and education. Through real-world projects and opportunities to perform, students gain practical industry insight, equipping them with the knowledge and experience needed to succeed in the dynamic music industry. 

Students can progress to higher education courses such as music performance, production, composition, music business, or sound engineering at university or specialist music colleges. It also prepares learners for direct entry into the industry, with potential careers including session musician, music producer, sound technician, composer, live sound engineer, or working in areas like music marketing and event management.  

 

Contact & Support 

Miss McAleer

Music Curriculum Leader: mcaleernnestonhigh.com