Do I need to be able to dance or act before starting this course?

No, you don't need any previous experience. The course is designed for beginners and will teach you the basics step by step. You'll learn simple dance routines, how to create a character, and how to use your voice. The most important thing is to be willing to try new things and work with others.

What kind of performances will I do?

You will perform short pieces that combine dance, drama, and possibly music. For example, you might create a short scene where you use movement to tell a story, or perform a simple dance to a song. Performances are usually in groups, and you'll have a chance to show your work to your class or a small audience.

How is the course assessed?

Assessment is based on your practical work, not written exams. Your teacher will observe you during rehearsals and performances and give you feedback. You'll also complete a simple log or diary where you reflect on what you've learned. There are no formal tests, so you just need to participate and try your best.

Can I take this course if I have a disability or special educational needs?

Yes, the course is designed to be inclusive. Activities can be adapted to suit your needs, such as using different ways to move or communicate. Talk to your teacher about any support you require, and they will help you take part fully.

What can I do after completing this certificate?

You can progress to a Level 1 qualification in Performing Arts, such as the Open Awards Level 1 Certificate. This will build on your skills and introduce more complex techniques. You could also use the confidence and teamwork skills you've gained in other subjects or activities.

How much time do I need to spend on homework?

Homework is usually light and might involve practising a short routine, learning a few lines, or writing a sentence about what you did in class. Expect around 30 minutes per week. The focus is on practical work in lessons.

Contribute to the Creation of a Group Drama Presentation

OPEN AWARDS

vocational

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.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

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

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

Topic Overview

The Open Awards Entry Level Certificate in Performing Arts (Entry 3) (RQF) is a foundational qualification designed to introduce students to the core disciplines of dance, drama, and musical theatre. This course focuses on developing basic performance skills, creativity, and confidence through practical exploration and simple production work. Students will learn how to use their body, voice, and space to communicate ideas and emotions, while also understanding the importance of teamwork and rehearsal processes.

This qualification is ideal for students who are new to performing arts or who need a stepping stone to higher-level study. It covers key areas such as movement and dance techniques, character creation, vocal expression, and staging. By the end of the course, students will be able to perform short pieces for an audience, reflect on their own work, and identify areas for improvement. The Entry 3 level ensures that learners can work with guidance but begin to take more responsibility for their learning.

In the wider context of performing arts, this certificate provides a solid foundation for progression to Level 1 qualifications, such as the Open Awards Level 1 Certificate in Performing Arts. It also helps develop transferable skills like communication, problem-solving, and self-discipline, which are valuable in any career. The practical, hands-on nature of the course makes it engaging and accessible, allowing students to build confidence and discover their strengths in a supportive environment.

Key Concepts

Core ideas you must understand for this topic

→Use of space and levels: Understanding how to move in different directions, pathways, and heights to create visual interest and convey meaning in dance and drama.
→Character and role: Developing a simple character through movement, gesture, and voice, and maintaining that role during a performance.
→Rhythm and timing: Coordinating movements with music or sound cues, and staying in time with others during group performances.
→Audience awareness: Recognising that performance is for an audience, and using techniques like facing the audience, projecting voice, and maintaining focus.
→Rehearsal and reflection: Participating in rehearsals to improve performance, and giving/receiving constructive feedback to refine work.

Learning Objectives

What you need to know and understand

Be able to contribute to the planning of a drama presentation.Be able to use costume and props to enhance character and performance.Be able to rehearse in preparation for performance as part of a group.Be able to perform to an audience as a part of a group.
Be able to contribute to the planning of a drama presentation.Be able to use costume and props to enhance character and performance.Be able to rehearse in preparation for performance as part of a group.Be able to perform to an audience as a part of a group.

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for demonstrating active contribution to group planning, such as suggesting narrative ideas, character development, or staging solutions.
Award credit for selecting and explaining costume/prop choices that directly reinforce character traits or narrative context, with clear justification.
Award credit for consistent attendance and participation in rehearsals, showing willingness to incorporate feedback and refine performance.
Award credit for demonstrating active contribution to planning discussions, such as offering a clear idea for the scene or character.
Look for evidence that the learner has selected and used costume or props that clearly support their character’s role, appearance, or actions.
Assess whether the learner participates fully in rehearsals, follows group direction, and shows improvement in their performance over time.
Credit performance that demonstrates awareness of audience, maintains character throughout, and works cohesively with the group to tell the story.

Assessment Guidance

Guidance for achieving higher grades

💡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.
💡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.
💡During the performance, project your voice clearly, stay in character even if mistakes happen, and focus on the group interaction rather than yourself.
💡Tip 1: Always warm up before performing. This prevents injury and helps you focus. Examiners notice when students are physically and mentally prepared.
💡Tip 2: Use your face and body to show emotion. Even if you forget a step, staying in character and reacting naturally can save your performance. Practice facial expressions in a mirror.
💡Tip 3: Listen to feedback and act on it. During rehearsals, if your teacher suggests a change, try it immediately. Examiners look for students who can adapt and improve.

Common Mistakes

Common errors to avoid in your coursework

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 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.
During the performance, learners may break character, turn their back to the audience, or rely on prompting from peers, disrupting the illusion of the piece.
Misconception: 'You have to be naturally talented to do performing arts.' Correction: Performing arts skills can be learned and improved with practice. The course focuses on effort, creativity, and willingness to try, not innate talent.
Misconception: 'Dance and drama are separate subjects that don't overlap.' Correction: In this qualification, dance and drama are integrated. For example, dance can tell a story, and drama often uses movement to express emotion.
Misconception: 'You don't need to rehearse; you can just improvise on the day.' Correction: Even improvisation requires practice. Rehearsal builds confidence, ensures timing, and helps you remember your movements and lines.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•No formal prerequisites are required for this Entry Level qualification. However, a willingness to participate in group activities and a basic ability to follow instructions are helpful.
•Prior experience in school assemblies or informal performances can be beneficial but is not essential.

Key Terminology

Essential terms to know

Be able to contribute to the planning of a drama presentation.Be able to use costume and props to enhance character and performance.Be able to rehearse in preparation for performance as part of a group.Be able to perform to an audience as a part of a group.
Be able to contribute to the planning of a drama presentation.Be able to use costume and props to enhance character and performance.Be able to rehearse in preparation for performance as part of a group.Be able to perform to an audience as a part of a group.

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Contribute to the Creation of a Group Drama Presentation

Assessment criteria

Topic Overview

Key Concepts

Learning Objectives

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

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