The course provides a holistic learning experience of the Performing Arts, which balances the development of skills with personal growth and intentions. You will develop into an independent, vocationally aware performing arts student.

Throughout the course you will continually revisit your approaches to making and understanding performing arts. You will have access to teaching and learning approaches that challenge you to deepen and refine your skills, adding complexity and exploring new contexts. You will be provided with opportunities to put your learning into practice as you progress through contemporary, musical and classical theatre productions.

The structure of the qualifications is in keeping with current industry practice and university teaching and assessment methodology. The completion of an extensive portfolio showcasing your skills and knowledge will prepare you for progression.

You will be required to attend an audition. Previous acting, singing and dancing experience is desirable. You will also be required to secure 5 GCSEs at grade 4 or above.

You will study a broad range of performance skills and techniques (acting, singing and dancing) that explore a range of genres and practitioners, gaining valuable skills such as:

• creative development: development of performing arts skills
• management: planning and overseeing projects
• analytical skills: self-analysis and reflection
• teamwork: appreciation of the performing arts industry and your future role in it
• presentation: the ability to present yourself and your achievements effectively.
• The Foundation Diploma, equivalent in size to 1.5 A Levels, the Extended Diploma is equivalent to 3 A Levels.

The overall qualification grading for the Pearson BTEC Level 3 National Foundation Diploma in Production Arts Practice is P to D* and for the Pearson BTEC Level 3 National Extended Diploma in Production Arts Practice is PPP to D*D*D*. This is in line with the rest of the BTEC National suite. There are opportunities during the teaching and learning phase to give learners practice in developing:

Employability skills:

• cognitive and problem-solving skills: using critical thinking, approaching non-routine problems applying expert and creative solutions, using systems and technology
• interpersonal skills: communicating, working collaboratively, negotiating and influencing, self-presentation
• intrapersonal skills: self-management, adaptability and resilience, self-monitoring and development.

Transferable skills that universities value include:

• the ability to learn independently
• the ability to research actively and methodically
• being able to give presentations and being active group members.

Over the period of the course, you will be given assignments to do by your teachers. These assignments are one way in which you can provide evidence that you have studied and understood a topic.

At the end of the course you will be given a grade for your work. For BTEC courses, the highest grade is Distinction*, the next highest is Distinction, followed by a Merit, then a Pass or Not Yet Achieved. Your lowest grade for a unit will be your final grade for that particular unit. If for example you were awarded a Pass and three Distinctions for a unit, your final grade will be Pass.

Whilst you will get a chance to practice the skills and knowledge needed to successfully complete a unit, you will only be able to be formally assessed on the Assessment Criteria in a unit ONCE. When you have started a formal assignment for a unit, your teacher will not be able to give you any specific Assessment Criteria guidance: they will only be able to provide general guidance.

Learners taking this qualification will study four mandatory learning and teaching modules which will be assessed as part of your performing and putting on productions, in addition to helping you plan your future career:

• Performing Arts Skills Development
• The Performing Arts Industry
• Personal Performing Arts Profile
• Collaborative Performing Arts Project.

You need to commit yourself fully to the demands of academic study both in and out of College. There are also production weekends organised immediately prior to each show, so that you learn about contributing to the work undertaken backstage as we prepare costumes, set and props. Production weekends will also involve rehearsals. There are a number of trips and workshops that are organised as part of the course. You will be expected to provide suitable clothing for dance and drama assessments which will be confirmed at enrolment.

1. The arts create independent learners and develop students emotional intelligence. They require the students to set their own agenda from within themselves, rather than follow set topics as in other subjects. They have to make independent decisions all the way, and be self-critical. They also need to be brave in exposing their creations, and accept criticism. Working in teams makes students into effective communicators.

2. The arts are stretching drama, music, and art require long hours of hard work and dedication. Students have to pay great attention to detail, to perfect and re-do. Putting on a play, exhibition or concert takes strong organisational skills.

3. Arts students are highly sought-after by employers. Many employers now actively seek those who have studied the arts. Steve Jobs, founder of Apple, was fond of saying his success was due to his hiring artists and musicians fascinated by technology rather than computer geeks. Top talent management agency, The Curve Group, specialising in financial and business services, concurs: “Employees with an arts degree have developed more quickly in their roles from the start. They have discipline, confidence and can accept criticism.”

4. Arts ‘reach the parts other subjects can’t reach.’ The arts develop the broader dimensions of the human being – mind, body and soul. The arts can express the inexpressible and make sense of things that otherwise do not seem to. This can be very fulfilling and helps us function as human beings – which can only be good for society as a whole.

5. Arts ‘reach the students other subjects can’t reach.’ Teachers find arts subjects particularly beneficial for two groups: those who struggle with traditional subjects and those who are high achieving. Less academic students can become defeatist if they feel they can’t achieve: drama, music or art can be the place they blossom. With studious students, the arts can bring them out of themselves and be a release.