Expressive Performing Arts

Our aim is to provide an excellent education for all our students. We aim to bring out the best in everyone and develop a range of skills to support and prepare students for a successful future.

Within the Expressive Performing Arts department, we aim to deliver a high quality of education, engaging all students which allows students to learn and develop new skills. We are very proud to offer our students a full curriculum within the arts to GCSE level in Dance, Drama and Music. We strive to ensure that students use our subjects to fulfil opportunities within the arts and beyond. Our subjects help to prepare students for future careers by developing skills in presenting, problem solving, working with peers, team leading, resilience, ambition and confidence, resulting in well-rounded individuals that can contribute positively to society.

Our curriculum is designed to promote spiritual, moral, social and cultural awareness and emotional intelligence.  We promote and nurture British Values and mutual respect within our lessons. This includes respecting peers for their different ideas and beliefs as well as looking at different cultural art forms and tragic events. 

Our curriculum focuses on allowing students to be free with their creativity and giving confidence to try new experiences. Standing up in front of peers, staff and audience members. Building self-confidence, professionalism and discipline. Our aim is to provide students with numerous opportunities for positive success and physical activities helping to increase student mental and physical wellbeing, promoting health lifestyles for all students. Education with character is at the forefront of what we provide for our students. Our co-curricular clubs and activities include: school productions, Christmas concerts, KS3 and KS4 performance, dance shows, trips to the theatre and in school workshops.


We have subject specialists delivering Dance, Drama and Music. Lessons are based around the Rosenshine principles. For example, scaffolding is provided to support students in their learning and challenge activities are embedded to stretch students of all abilities. The department consistently uses key terminology within lessons with a focus on developing the related skills at KS3 and then building on these foundations at KS4. Assessments take place at KS3 and KS4 consisting of both practical and theory assessments in line with GCSE assessment.


We aim to ensure that all subjects within EPA give students aspiration and ambition to go on and become successful adults and leaders of the future.  Our events and opportunities form and reinforce positive relationships with parents.  The curriculum and co-curricular opportunities enable students to realise their dreams and build successful lives making positive contributions to life in modern Britain.  Every child has an equal right to a challenging and enlightening curriculum. By teaching this curriculum well, providing opportunities and developing effective habits in our pupils, we bring out the best in everyone. For students who wish to study in our area for GCSE, we aim to support students in fulfilling their potential, helping them to achieve the highest possible results, progress and attainment so that they are well equipped to pursue a future career in this area should they wish to do so.

Course Details

Year 7

Autumn Term

Looking at Performance Skills using a set dance and fitness.

Using a stimulus to create a dance, looking a choreographic process and devices.

Spring Term

Capoeira and linking to choreography process.

Summer Term

Looking at Christopher Bruce's Shadows.

Creating dances based on a video game.


Click here to read our Year 7 KPIs

Year 8

Autumn Term

Looking at Performance Skills using a set dance and fitness.

Using a stimulus to create a dance, looking a choreographic process and devices.

Spring Term

Street Dance, Capoeira and Contemporary choreography tasks using props and costumes.

Summer Term

Infra and Using site specific location for choreography tasks.


Click here to read our Year 8 KPIs

Year 9

Autumn Term

Set Dance and exploring Emancipation of Expressionism by Blue Boy Ent.

Using a stimulus and creating dances.

Spring Term

Shadows and choreography tasks using a stimulus.

Performance skills and fitness.

Summer Term

Looking in to A Linha Curva and performance skills.

Looking at within her eyes and site sensitive performances.


Click here to read our Year 9 KPIs

Dance is a powerful and empowering form of non-verbal communication and it is both physical and expressive, which makes it similar to and different from other art forms and physical activities. Dance develops creative, imaginative, physical, emotional and intellectual capacities.


How is the Dance GCSE course assessed?


Component 1: Performance and choreography = 60% of GCSE

Performance - 30% of GCSE

• 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

• 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)

Component 2: Dance appreciation (written exam) = 40%

Written exam: 1 hour 30 minutes / 80 marks

• Knowledge and understanding of choreographic processes and performing skills.

   Be able to write/evaluate this process.

• Critical appreciation of your own dance works

• Critical appreciation of professional works. This involves looking at a series of dance     works from professional choreographies and writing about the choreographic     intent to use accompaniment and costumes.


Component 1 is internally assessed and videos of all performances are sent off for external moderation.

Year 7

Autumn Term 1: Intro to Drama

Autumn term 2: ‘Emily’- process drama (development of techniques- TIR, thought track, role play).

Spring Term 1: Frantic Assembly - Physical Theatre

Spring Term 2: The Tempest

Summer Term 1: Silent Movies

Summer Term 2: Performing Comedy

Click here to read our Year 7 KPIs

Year 8

Autumn Term 1: 4 O'Clock Friday - Exploring A Stimulus

Autumn Term 2: Little Red Riding Hood

Spring Term 1: Hillsborough Disaster

Spring Term 2: Status

Summer 1: TIE Projects

Summer 2: Exploring Scripts

Click here to read our Year 8 KPIs

Year 9

Autumn Term 1: Warden X - Whole Class Drama

Autumn Term 2: Hit and Run- Issue based Drama

Spring Term 1: Intro to Devising (Mini GCSE Project)

Spring Term 2: Devising Drama (Mini GCSE Project)

Summer 1: Exploring Scripts (Mini GCSE)

Summer 2: Exploring Scripts (Mini GCSE)

Click here to read our Year 9 KPIs

Component 1: Understanding Drama


What's assessed

  • Knowledge and understanding of drama and theatre
  • Study of one set play from a choice of six
  • Analysis and evaluation of the work of live theatre makers

How it's assessed

  • Written exam: 1 hour and 45 minutes
  • Open book
  • 80 marks
  • 40% of GCSE


  • Section A: multiple choice (4 marks)
  • Section B: four questions on a given extract from the set play chosen (44 marks)
  • Section C: one question (from a choice) on the work of theatre makers in a single live theatre production (32 marks)

Component 2: Devising drama (practical)


What's assessed

  • Process of creating devised drama
  • Performance of devised drama (students may contribute as performer or designer)
  • Analysis and evaluation of own work

How it's assessed

  • Devising log (60 marks)
  • Devised performance (20 marks)
  • 80 marks in total
  • 40% of GCSE

This component is marked by teachers and moderated by AQA.


Component 3: Texts in practice (practical)


What's assessed

  • Performance of two extracts from one play (students may contribute as performer or designer)

Free choice of play but it must contrast with the set play chosen for Component 1

How it's assessed

  • Performance of Extract 1 (20 marks) and Extract 2 (20 marks)
  • 40 marks in total
  • 20% of GCSE

This component is marked by AQA.

Personal Attributes Required

You need to be confident with performing in front of an audience. You should have an enjoyment for the subject and have a knowledge of the skills and techniques for Drama. You have been using these in year 9 already. You need to work hard and work well with others.



Year 7

Keyboard and theory

Instrumental group skills

Instruments of the orchestra


Musical Theatre

Click here to read our Year 7 KPIs

Year 8

Music in advertising 

Keyboard and music theory


Click here to read our Year 8 KPIs

Year 9

Musical Theatre


Band skills

Film music and soundtracks

History of pop music

Click here to read our Year 9 KPIs

Why Should I choose GCSE Music?

You should choose Music at Key Stage 4 if you enjoy performing and experimenting with sound. The composing, listening and performing assessments in year 7 and 8 were just a taster of what is expected studying music at Key Stage 4.

How will I be examined?

The GCSE Course is following the Eduqas Syllabus which is assessed in 3 sections:-

Component 1: Performing music

Total duration of performances: 4-6 minutes

Non-exam assessment: internally assessed, externally moderated

30% of qualification

72 marks

What will I perform?

One performance must be as a soloist and one piece must be as part of an ensemble lasting a combined minimum of four minutes. The performance as part of an ensemble must last for a minimum of one minute. One of the pieces performed must be linked to specific aspects of musical content within one of the four areas of study. All learners are required to perform one ensemble piece and when this is linked to area of study 2, Music for Ensemble, the piece must be related to one of the specific genres or styles covered in this area of


There are four areas of study:

Area of study 1: Musical Forms and Devices

Area of study 2: Music for Ensemble

Area of study 3: Film Music

Area of study 4: Popular Music


Component : Composing

Total duration of compositions: 3-6 minutes

Non-exam assessment: internally assessed, externally moderated

30% of qualification

72 marks


What will I compose?

1. A composition which responds to a brief set by WJEC. The brief will be

released during the first week of September in the academic year in which the

assessment is to be taken. Learners select one from a choice of four briefs,

each related to a different area of study:

Area of study 1: Musical Forms and Devices

Area of study 2: Music for Ensemble

Area of study 3: Film Music

Area of study 4: Popular Music.


2. A free composition. Learners will compose a piece of music in a style of their

own choice. Learners will set their own brief for this composition. The brief

itself is not assessed; however, learners are assessed on their musical

response to the brief.

In both compositions, learners will be expected to display:

·         creativity in response to the chosen brief

·         development of musical ideas

·         technical control of musical elements and resources

·         musical coherence and understanding.


Component 3: Understanding Music

Written examination: 1 hour 15 minutes

40% of qualification

96 marks

The areas of study provide an appropriate focus for students to appraise, develop and demonstrate an in-depth knowledge and understanding of musical elements, musical context and musical language. Students must be able to listen attentively to unfamiliar music from all four areas of study to identify and accurately describe musical elements, musical contexts and use musical language (including staff notation).


How is the Music course taught?

Lessons will involve individual and group work, performing, theory, composition, listening and music research.

Personal Attributes Required:

You need to be able to sing or play an instrument to a reasonable standard. If you do not already play an instrument you must be keen to learn one. The music department provide instrument/ vocal lessons on a range of instruments which you MUST attend as a GCSE student. You need to work hard and work well with others. You will be expected to contribute to the ensemble steel band.

How will Music help me for the future?

Taking music as an op on shows employers that you have a wider range of interests and skills than most. It proves that you have shown dedication and commitment to learn a musical instrument and to study music. Furthermore it shows you are a Teamworker- an essential aspect in most employment. Music GCSE is hard work, but equally one of the most enjoyable subjects to learn and succeed in.

Homework Expectations:

There is an expectation that students will complete a range of written and research tasks throughout the course. Students will also be expected to rehearse their chosen instrument or voice on a weekly basis and attend additional performance sessions and rehearsals when necessary. It is also expected that those who choose to sing as their ‘performance’ instrument will join choir which will aid their musical ear training as well as giving multiple choices of repertoire for the final performance examination.

 If you need any more information please speak to Miss Stevenson.

Performance Awards



Teaching Staff

Mrs Campbell - CAL EPA (Teacher of Dance)

Ms Keough - Subject Leader for Drama

Ms Stevenson - Teacher of Music

Ms Gregory - Periapetic Tutor

Mr Hill - Periapetic Tutor

Mr Smith - Periapetic Tutor

Ms Wood - Periapetic Tutor

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