Dance & Performing Arts

    Open Awards
    Vocational

    Specification: 603/6215/7

    The OPEN-AWARDS Vocational Dance & Performing Arts specification covers 16 topics with 51 learning objectives (603/6215/7). Use the topic browser below to explore subtopics, exam tips, common mistakes, and key terminology for each area of the course.

    This subject will help you develop key knowledge and skills required for exam success.

    16

    Units

    51

    Learning Outcomes

    132

    Assessment Guidance

    132

    Key Skills

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    Key Features

    • Master key concepts
    • Develop exam technique
    • Apply knowledge effectively

    Common Exam Mistakes

    Pitfalls to avoid in your exams

    • •Learners often mistake loud or exaggerated acting for effective characterisation, neglecting subtlety and authenticity in their use of voice and movement.
    • •A common error is treating props as afterthoughts rather than integrated tools, leading to awkward handling that distracts from the performance.
    • •Learners often tense their hands or body, leading to strained, inconsistent sound production.
    • •Many struggle to maintain a steady pulse and either rush or lag when trying to play along with a beat.
    • •Confusion between ‘respond to music’ and ‘play an instrument’ can lead to non-musical noise-making rather than intentional sound.
    • •Learners may dominate the planning process, failing to listen to others’ ideas or compromise, leading to a unbalanced group dynamic.
    • •Costume and props are sometimes chosen for personal preference rather than their relevance to the character or scene, diminishing the performance impact.
    • •In rehearsals, learners might rely on a script too heavily and fail to develop physicality or vocal expression, resulting in a flat performance.

    Top Examiner Tips

    Expert advice for exam success

    • •Keep a rehearsal log or diary with dated entries noting your ideas, feedback received, and how you adapted your performance—this provides strong evidence for assessment.
    • •During the performance, maintain eye contact with the audience and stay aware of your fellow performers' positions to ensure seamless ensemble work.
    • •Practice short, repeated patterns until they become automatic; this helps demonstrate both sound production and rhythmic response.
    • •During assessment, focus on listening first—let the music guide your timing and dynamics before you play.
    • •If you make an error, simply resume at the next clear beat; assessors are looking for overall engagement, not perfection.
    • •Keep a simple log or diary of the planning sessions, noting your contributions and how the group built on suggestions to show examiner evidence.
    • •When selecting a costume or prop, write a brief justification detailing how it reveals something about your character’s personality or situation.
    • •Use rehearsal time to experiment with voice and movement, and ask your group for feedback to refine your performance before the final showing.

    Qualification Units

    16 units

    How this qualification is graded

    Vocational qualifications are marked against criteria, not an exam percentage. Each unit is assessed across three bands - build up from Pass by applying your knowledge to realistic workplace scenarios.

    Pass

    Accurately describe and explain the core knowledge for the unit and link it to the given scenario.

    Merit

    Apply and analyse that knowledge in detail, showing why it matters in the workplace context.

    Distinction

    Evaluate and justify decisions, weigh up alternatives and make well-reasoned professional recommendations.

    Contribute to the Creation of a Group Drama Presentation

    This element develops learners' collaborative skills to plan, rehearse, and perform a drama piece as a group. It emphasises the creative use of costume and props to build character, and the discipline of structured rehearsal leading to a confident, cohesive public performance.

    Open Awards Entry Level Certificate in Performing Arts (Entry 3) (RQF), Open Awards Entry Level Award in Performing Arts (Entry 3) (RQF)

    2 learning outcomes12 guidance points2 criteria

    Develop Skills to Play a Musical Instrument

    This element introduces learners to the foundational skills required to engage with a musical instrument, focusing on basic sound production and the ability to respond to rhythmic or melodic cues. It is designed to build confidence through hands-on practice, enabling learners to experience the direct connection between listening and performing. The skills developed here can be applied in group settings, creative expression, and further musical exploration.

    Open Awards Entry Level Award in Performing Arts (Entry 2) (RQF), Open Awards Entry Level Award in Performing Arts (Entry 1) (RQF)

    2 learning outcomes12 guidance points2 criteria

    Communicating with Dance

    This subtopic focuses on foundational movement response skills, where learners listen and react to beat, rhythm, or vibration during warm-ups, move expressively to music, follow group directions, and demonstrate appreciation. It builds essential performance awareness and social interaction within a dance context.

    Open Awards Entry Level Award in Performing Arts (Entry 1) (RQF)

    1 learning outcomes8 guidance points

    Performance Skills

    This element develops foundational performance skills for entry-level learners, covering the understanding of basic performance techniques, active participation in rehearsal and preparation, and the ability to deliver a short performance in front of an audience. Practical application focuses on building confidence, teamwork, and simple vocal and physical control in a supported setting, ensuring learners can transfer these skills to small-scale presentations or community arts activities.

    Open Awards Entry Level Certificate in Performing Arts (Entry 3) (RQF), Open Awards Entry Level Award in Performing Arts (Entry 3) (RQF)

    2 learning outcomes14 guidance points2 criteria

    Developing Skills in Drama

    This subtopic introduces learners to the fundamental building blocks of dramatic performance, focusing on the creation and communication of mood, role, and character. By exploring physicality, voice, and movement, learners develop the ability to portray distinct characters and evoke emotional responses in an audience, laying essential groundwork for more advanced performing arts studies. Practical application includes improvisation, scripted work, and ensemble performances where these skills are applied in context.

    Open Awards Entry Level Award in Performing Arts (Entry 2) (RQF), Open Awards Entry Level Award in Performing Arts (Entry 3) (RQF), Open Awards Entry Level Certificate in Performing Arts (Entry 3) (RQF) +1 more

    8 learning outcomes29 guidance points4 criteria

    Developing a Character and Persona

    This element focuses on the foundational skills required to embody a character or convey a specific mood/persona through physicality, voice, and emotional response. Learners will explore how to use simple techniques to transform into another person or state, demonstrating basic understanding of characterisation for performance.

    Open Awards Entry Level Certificate in Performing Arts (Entry 3) (RQF), Open Awards Entry Level Award in Performing Arts (Entry 3) (RQF)

    2 learning outcomes18 guidance points2 criteria

    Communicating with Music

    This element focuses on developing foundational communication and social interaction skills through music. Learners engage in structured musical activities such as greeting and goodbye songs, selecting and playing percussion instruments, and demonstrating awareness as an audience member. These experiences foster early participation, choice-making, and responsiveness to musical cues in a supportive group setting.

    Open Awards Entry Level Award in Performing Arts (Entry 1) (RQF)

    1 learning outcomes8 guidance points

    Engaging in a Creative Group Project

    This element focuses on the learner's active involvement in a collaborative performing arts project from concept to realisation. It develops essential skills in negotiation, shared decision-making, and sustained participation within a group setting, directly preparing learners for teamwork in vocational creative environments. The emphasis is on practical, demonstrable engagement rather than theoretical knowledge, aligning with Entry Level RQF criteria for interpersonal and creative development.

    Open Awards Entry Level Award in Performing Arts (Entry 2) (RQF)

    1 learning outcomes8 guidance points

    Develop Dance and Music Skills

    This element introduces learners to the fundamental connection between music and movement, encouraging them to recognise and physically react to musical changes such as tempo, rhythm and dynamics. Practical engagement focuses on executing basic dance actions with control and coordination, building confidence and physical literacy at an introductory level for performing arts.

    Open Awards Entry Level Award in Performing Arts (Entry 1) (RQF)

    1 learning outcomes6 guidance points

    Exploring and Appreciating Music

    This element introduces learners to the fundamental aspects of music within the performing arts, focusing on the identification of different music styles, instruments, and musical notes on a major scale. Learners will also develop practical skills by demonstrating a simple tune on an instrument and contributing to a group performance, culminating in reflective practice on their performance. This foundational knowledge and skill set is essential for further study and participation in performing arts.

    Open Awards Entry Level Award in Performing Arts (Entry 3) (RQF), Open Awards Entry Level Award in Performing Arts (Entry 2) (RQF), Open Awards Entry Level Certificate in Performing Arts (Entry 3) (RQF) +1 more

    9 learning outcomes36 guidance points4 criteria

    Exploring Dance

    This subtopic introduces learners to the foundational elements of dance by focusing on physical response to auditory stimuli, spatial awareness, and the creation of basic dance movements. Learners will develop the ability to synchronise their body movements with different sounds and rhythms, navigate and utilise performance space safely and creatively, and construct simple dance phrases. These skills form the core of expressive movement and are essential for progression in performing arts.

    Open Awards Entry Level Certificate in Performing Arts (Entry 3) (RQF), Open Awards Entry Level Award in Performing Arts (Entry 3) (RQF), Open Awards Entry Level Award in Performing Arts (Entry 2) (RQF) +1 more

    7 learning outcomes25 guidance points4 criteria

    Exploring Music

    This element introduces learners to fundamental musical concepts, enabling them to identify diverse music styles, instruments, and basic notation on a major scale. Learners apply this knowledge by performing a simple tune individually and contributing to a group performance, fostering collaborative and technical skills essential for performing arts. Reflection on the performance encourages critical evaluation and personal development.

    Open Awards Entry Level Award in Performing Arts (Entry 3) (RQF), Open Awards Entry Level Certificate in Performing Arts (Entry 3) (RQF), Open Awards Entry Level Award in Performing Arts (Entry 2) (RQF) +1 more

    4 learning outcomes34 guidance points4 criteria

    Exploring Opportunities in Performing Arts

    This element introduces learners to the variety of paid and voluntary roles available in the performing arts, from on-stage performance to technical, administrative, and front-of-house positions. It encourages self-reflection on personal skills and interests, helping learners connect their own abilities to relevant opportunities within the sector.

    Open Awards Entry Level Award in Performing Arts (Entry 2) (RQF), Open Awards Entry Level Certificate in Performing Arts (Entry 3) (RQF), Open Awards Entry Level Award in Performing Arts (Entry 3) (RQF)

    3 learning outcomes20 guidance points3 criteria

    Solo Music Performance

    This element introduces learners to the fundamentals of solo music performance, focusing on the ability to present musical pieces confidently on an instrument or voice, and to critically reflect on one's own performance. It develops essential skills in preparation, presentation, and self-assessment, which are transferable to further training in performing arts and music. The goal is to build confidence, basic technique, and the ability to evaluate personal progress against set criteria.

    Open Awards Entry Level Award in Performing Arts (Entry 2) (RQF)

    1 learning outcomes8 guidance points

    Improvisation Techniques

    This element introduces learners to the foundational skills of spontaneous performance, including physical and vocal warm-ups, relaxation methods, and basic improvisation structures. It develops the ability to create unscripted scenes, respond authentically to stimuli, collaborate effectively, and reflect on personal contributions, building essential performance craft and confidence for vocational contexts.

    Open Awards Entry Level Certificate in Performing Arts (Entry 3) (RQF), Open Awards Entry Level Award in Performing Arts (Entry 3) (RQF)

    2 learning outcomes13 guidance points2 criteria

    Introduction to the Performing Arts

    This element introduces learners to the fundamental components of the performing arts industry. It focuses on identifying various performance venues, distinguishing between performance roles (e.g., actor, dancer) and non-performance roles (e.g., stage manager, lighting technician), and developing the skill to observe and report on a performance effectively. The aim is to build foundational awareness for further study or interest in the performing arts.

    Open Awards Entry Level Certificate in Performing Arts (Entry 3) (RQF), Open Awards Entry Level Award in Performing Arts (Entry 3) (RQF)

    5 learning outcomes13 guidance points2 criteria

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    Open Awards Vocational Dance & Performing Arts Revision