BTECs are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. The Pearson BTEC Level 1/Level 2 Tech Award in Performing Arts with a Dance Pathway is for learners who want to acquire sector-specific applied knowledge through vocational contexts. The qualification recognises the value of learning applied knowledge and vocational attributes to complement GCSEs.

The performing arts are a major part of the creative and cultural industries in the UK, which in 2017–2018 were growing at over five times the rate of the wider UK economy, contributing £111.7 billion a year to the economy. There were more than 9,000 enterprises in the performing arts industry in 2018, and in 2019 more than 82,000 people working in a wide range of roles from performers to designers and directors. The skills developed through the study of performing arts are integral to roles across the creative industry, including film and TV, theatre, games and advertising. Students build their confidence, leadership skills, problem-solving, empathy and teamwork skills within this course. Skills that will benefit young people in a wide variety of employment opportunities.


Synopsis of Study

Year 10 – Dance

During the initial two term the students focus on Component One. They experience some of the different ways to create a piece of choreography, using different starting points as a stimulus such as props, dance styles, themes and social issues. They explore a variety of professional dances looking at the role of the dancer and the choreographers and the other professionals involved in design that they need to work with to create a final piece of dance work. Practically they experiment with learning sections of repertoire to improve their understanding of the technical and performance skills required by various styles and methods of choreography. They also develop their knowledge and understanding of choreographic devices and dance relationships and how these techniques are used in the professional pieces.

During the final term of Year 10 the focus is on Component Two which assesses their performance skills and their ability to identify strengths and weakness in their own dance skills. From a selected dance style they are required to perform three short sequences. The students apply their learning in order to refine these pieces in preparation for a final performance. Students create a log book where there record and track their improvements. Their commitment and resilience in this process also forms part of their assessment.


Year 11 – Dance

In this first half-term we continue with and complete Component Two. Students select a professional piece of their own choice in the genre studied in term three of year 10. They must then re-create their piece of chosen repertoire as close to the original as possible in preparation for an audition. They can decide whether they wish to complete this task as a solo, in a duo or small group. Students also complete their log book where they keep a written record of their progress and evaluate their final performance of their audition piece.

From November through to the end of Year 11. The focus is Component Three which is a choreography based unit. Students reflect back to their previous learning and are set various choreography challenges in small groups. Students are encourage to, and learn how to research topics, and they look at the needs of different target audiences and how professional pieces can be used to influence how a dance is created.

In January the exam board issue the formal assessment task for the students. Students will then spend the entire term working in their groups and creating an eight minute piece for a workshop performance to a live audience. They also produce two pieces of writing in examination conditions which explains the decisions they have made relating to the exam task, and how they have progressed as an individual and as a group.


Methods of Assessment

Component One and Component Two are both internally assessed and together make up 60% of students final grades. Within both Components the students complete coursework style tasks that are issued by the exam board. This work is then marked by the class teacher and then externally moderated.

Component Three is assessed through a formal controlled assessments which students complete during Year 11. The written exercises and the final piece of choreography make up the remaining 40% of the students grade. 


Further information

BTEC qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit the Pearson’s qualifications website at