Dance and Drama

The Dance and Drama Curriculum

Dance and drama sits within the Expressive Arts Department.

To find out more about the curriculum Siddal Moor delivers, please contact the school and ask to speak to the Assistant Headteacher - Curriculum.

Key Stage 3

Whilst studying dance and drama students are challenged to take risks, smash boundaries and develop creatively as artists and performers.

Key Stage 3 (Year 7 - 9) Dance and Drama Curriculum Overview


Autumn - Year 7

Introduction to Performing Arts

  • Freeze Frame
  • Tableaux
  • Narration
  • Character skills
  • Developing a plot

Introduction to Cheerleading / stunt skills

  • Dance elements and choreography

Horror Scheme

  • Body as prop
  • Narration

Halloween Focus

  • Voice – storytelling theatre
  • Developing tension
  • Semiotics
  • Movement and dance skills
Spring - Year 7

Fame and Celebrity

  • Thought Tracking
  • Monologue
  • Basic stimulus

Introduction to Street Dance

  • Face off
  • Duologue
  • Movement and dance skills

The Island: including dance features

  • Storytelling
  • Status
  • Soundscape
  • Characterisation skills
  • Movement and dance skills
Summer - Year 7

Design Term / projects

  • Stimulus – plot development
  • Flashbacks
  • Thought tracks
  • Script work – The Bully script extracts (1 & 2)

Hip hop / Physical Theatre

  • Movement
  • Working with space
  • Warm ups
  • Narrative
  • Chair duets
  • Frantic assembly
  • Semiotics (Basic) sound and music to build tensions
Autumn - Year 8

Social Media

  • Devil and Angel
  • Flashback
  • Montage
  • Puppets

Contemporary Dance Skills

  • Dance elements and choreography
  • Scripts and set choreography

Genres and Styles (Drama and Dance)

  • Studying the key elements of a range of theatrical genres
  • Dance elements and choreography

Introduction to set text (BTEC Comp 1 and 2)

Spring - Year 8

ASBO / Bang out of Order (Script Work)

  • Movement
  • Transitions
  • Multi role
  • Staging
  • Semiotics

Hip Hop Dance Skills

  • Dance elements and choreography

Physical Theatre – Living Newspaper
Contemporary Dance

  • Formations
  • Voice
  • Semiotics
  • Stimulus
  • Flash back/ flash forward
  • Direct address
Summer - Year 8


  • Character development
  • Plot development
  • Formatting

Design Term

  • Cliff hanger Set design
  • Structure
  • Key features of narratives

Pick and Mix
Putting all the skills of KS3 into practice

  • Rehearsal techniques – line learning
  • Naturalism
  • Characterisation development
  • Cross cutting

Year 9

Pupils follow a Performing Arts Carousel to develop a range of skills in the following areas in preparation for GCSE options.

  • Dance Skills
  • Set Choreography
  • Choreography / practitioner study
  • Page to Stage
  • Devising theatre
  • Scriptwriting
  • Portfolio development
  • Research skills
  • Theatre practitioners
  • Staging a performance
  • Blocking a scene
  • Characterisation skills
  • Responding to a brief
  • Acting/ dance skills

Key Stage 4

At Key Stage 4 students have the option of studying the Pearson BTEC Level 1/Level 2 Tech Award in Performing Arts. Learners acquire technical knowledge and technical skills through vocational contexts by studying acting, dance or musical theatre. The qualification recognises the value of learning skills, knowledge and vocational attributes to complement GCSEs. The qualification broadens the learners experience and understanding of the varied progression options available to them.

Examination Courses

Subject Title:Board:Subject/QAN Code:Qualification:Course DetailsCourse Specification
Performing ArtsPearson603/0406/6Level 1/2 BTEC TechLink to Course DetailsLink to Course Specification


Key Stage 4 (Year 10 and 11) Dance and Drama Curriculum Overview

Learners are required to complete and achieve three components included in the qualification.


Component 1: Exploring the Performing Arts

Learners develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance

Examine professional practitioners’ performance work

  • Acting styles and genres:
    Absurdism, classical, comedy, commedia dell’arte, epic, forum theatre, melodrama, naturalism, symbolism, theatre of cruelty, verbatim
  • Dance styles:
    Ballet, contemporary, jazz, tap, urban, international
  • Musical theatre styles:
    Book musicals, chamber musicals, concept musicals, comic musicals, jukebox musicals, musical revues, operetta, rock musicals
  • Creative stylistic qualities
  • Purpose and influence on stylistic qualities


  • Performance roles
  • Non-performance roles
  • Responsibilities
  • Skills

Explore the interrelationships between constituent features of existing performance material

  • Processes used in development, rehearsal and performance
  • Techniques and approaches used in performance

Component 2: Developing Skills and Techniques in the Performing Arts

Learners develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers

Development of performance/design and interpretative skills

  • Performance skills needed by performers
  • Design skills needed by designers relevant to the performance discipline

Develop skills and techniques during the rehearsal process

  • For performers: repetition and recall, learning dialogue, songs or movement, learning blocking and stage directions, learning choreography
  • Experimenting with skills and techniques appropriate to the role selected
  • Reproducing repertoire
  • Reviewing and recording development of skills, techniques and progress
  • Behaviours and attitudes when working with others

Application of skills and techniques during rehearsal

  • apply skills and techniques during the rehearsal and development process to support development

Application of skills and techniques in/for performance

  • Apply/realise skills and techniques during performance of existing repertoire
  • Application of performance/design skills appropriate to performance repertoire
  • Application of interpretative skills such as expression, character, mood and atmosphere
  • Application of stylistic characteristics particular to the style or genre
  • Communicating meaning of repertoire

Review own development of skills and techniques in/for performance

  • Developing skills such as physical, vocal, musical, design and interpretative
  • Responding to feedback, e.g. teachers, instructors, peers
  • Identifying strengths and areas for development
  • Actions and targets for improvement
  • Reference to professional working practices
  • Use of terminology appropriate to the discipline/style of performance

Review own application of skills and techniques in/for performance

  • Applying skills such as physical, vocal, musical, design and interpretative
  • Responding to audience feedback
  • Identifying strengths and areas for future development
  • Actions and targets for future performances
  • Reference to professional working practices
  • Use of terminology appropriate to the discipline/style of performance

Component 3: Responding to a Brief

Learners are given the opportunity to work as part of a group to contribute to a workshop performance as either a performer or designer in response to a given brief and stimulus

Developing ideas in response to a brief

  • Discussion of key requirements and parameters for the workshop performance
  • Starting points that can be investigated and explored practically to generate ideas to inform the response to the brief and the given stimulus
  • The development of ideas for the work
  • Working effectively as a member of the group

Selecting and developing skills and techniques in response to a brief

  • Skills and techniques of the individual performer e.g. vocal, physical
  • Skills and techniques of the performers as a group e.g. comedy, improvisation
  • Skills and techniques of the designer e.g. understanding implications of selected performance skills and techniques in relation to design, research, shaping and refining ideas
  • The style and/or genre of the work being created e.g. street dance, physical theatre
  • The influence of selected practitioners e.g. Brecht, Fosse, Julie Taymor
  • Appropriate skills for the target audience e.g. young children, the elderly
  • Taking part in skills development classes or workshops
  • Taking part in the rehearsal process, including individual preparation and group rehearsal

Contributing to a workshop performance

  • Skills and techniques - Demonstrating effective use of performance skills and effective realisation of design skills and techniques in a workshop performance to the target audience
  • Working effectively with others - Communicating effectively with other performers, taking part in final group preparations, if designing, ensuring that the realised designs are appropriate for the workshop
    performance and performers
  • Communicating ideas through performance - Taking part in/contributing towards a performance for an audience, communicating ideas and intentions effectively to an audience, if designing: present ideas to an audience, which will include: an explanation of creative intentions and processes, a demonstration of the final design for the workshop performance e.g. model box, lighting
    grid plans and a lantern schedule

Evaluating the development process and workshop performance outcome

  • Reflect on the process of contributing to initial ideas and exploring activities, contributing to the development process, skills and techniques
  • Reflect on the outcome of contributing to the workshop performance