This course is designed for all teachers of Pearson BTEC Tech Performing Arts: Acting, who are looking for teaching approaches and strategies to support their students in aiming for a Distinction in the Acting strand.  Emphasis will be on examining professional practitioner’s performance work (Professional Plays) and exploring the interrelationships between constituent features of existing performance material, providing you with approaches to maximise the overall performance of your students in Component 1, aiming for Distinction.




  • Gain understanding of how to approach the expectations of the Component 1 assessments
  • Obtain top level strategies for producing excellent assessment answers
  • Focus on how to break down the criteria, what the assessors/teachers are expecting to see to attain high level grades
  • Exampler responses to discuss
  • The course includes a set of course notes which will be sent in advance of the course and which you will be able to use
COURSE DATE London | Wednesday 15 December 2021
  • Heads of Drama / Performing Arts
  • Teachers of Btec Performing Arts
IN-SCHOOL You can also book this as an In-School Course
  • A specially prepared folder of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance
  • Two course restaurant lunch
  • Refreshments throughout the day
  • Guaranteed high quality venues


10.00 – 11.15am: Component 1 – Exploring the Performing Arts; Acting: Overview

  • What are the expectations of learners for this component
  • Unpicking the grading criteria and expectations; What does it mean to ‘assess’ (distinction criteria)
  • What does it take to attain a Distinction in Acting in Component 1

11.15 – 11.30am: Morning Break


11.30 – 12.45pm: Learning Aim A – Examining professional practitioners’ performance work

  • Teaching approaches and strategies to help students focus on what they need to do in the research process of professional plays, stylistic qualities – starting points for research and so on
  • Suggestions of suitable Plays to select/not select that will give scope and opportunity for students to excel and aim high and which ones have the available and accessible information needed
  • Understanding what is expected in the evidence and the variety of ways to go about it
  • Understanding how the role of an Acting performer varies between professional works e.g. Blood Brothers and Curious Incident
  • Examples drawn from Plays such as Teechers, of how to evidence and hit the distinction criteria
  • A breakdown of the key terms ‘stylistic qualities’
  • Strategies for students – what counts as Distinction? How to assess a play through studying the Impact of each stylistic quality on the audience, creative team and performer.

12.45 – 13.45pm: Learning Aim B – processes and interrelations

  • The what/why/how – approaches to help students understand the page to stage processes of a play through exploration of a workshop, such as exploring and demonstrating lighting elements, the purposes and processes of a dress rehearsal and off text improvisation.
  • How to support students to learn how practitioners approaches have contributed effectively to performance work eg: workshops, seminars and demonstrations
  • What evidence do students need to produce to demonstrate their understanding and maximise their grade potential?

13.45 – 14.45pm: Acting pathway – The Assessment Criteria and Grading                                    

  • Breaking down the criteria, how to make judgements on work examples based on the criteria, what will it take to secure distinctions with your top students
  • What are the key differences within each criteria for both Learning Aim A and B?
  • Example response to discuss
  • What is the level of analytical detail and depth required for high grades


14.45 – 15.00: Discussion and questions