These updated BTEC Tech Award in Performing Arts logs are a tried-and-tested resource designed to support Dance, Drama, and Musical Theatre students in achieving top band marks for Component 3 (Activities 1, 2, and 4) with a more comprehensive approach to the skills log as suggested in the examiners report 2024. Carefully structured and classroom-proven, they model the reflective writing needed to secure Distinction-level outcomes by ensuring students continuously address the brief, revisit it throughout their responses, and write in a clear, comprehensive way while remaining close to the 800-word limit. Best used during the teaching and learning phase, these logs give students the confidence and framework to master the style, depth, and focus required for success, making them an invaluable tool for guiding learners towards consistent high achievement. Produced by teachers currently delivering the course and fully up to date with the latest examiner report guidance, these resources are designed to reflect the very best practice for Component 3 success. The logs are based on past Component 3 themes, which can be easily swapped for the current brief as well as adapted for any performing arts discipline. The real value lies in the structured questioning and modelled responses, making these resources highly adaptable and an excellent starting point for preparing students for success. As an added bonus, the pack also includes a dedicated Activity 2 resource — focusing on skills and techniques in Drama — to support the area that is most often marked down, giving teachers and students a helpful extra tool to boost marks.

These updated BTEC Tech Award in Performing Arts logs are a tried-and-tested resource designed to support Dance, Drama, and Musical Theatre students in achieving top band marks for Component 3 (Activities 1, 2, and 4) with a more comprehensive approach to the skills log as suggested in the examiners report 2024. Carefully structured and classroom-proven, they model the reflective writing needed to secure Distinction-level outcomes by ensuring students continuously address the brief, revisit it throughout their responses, and write in a clear, comprehensive way while remaining close to the 800-word limit. Best used during the teaching and learning phase, these logs give students the confidence and framework to master the style, depth, and focus required for success, making them an invaluable tool for guiding learners towards consistent high achievement. Produced by teachers currently delivering the course and fully up to date with the latest examiner report guidance, these resources are designed to reflect the very best practice for Component 3 success. The logs are based on past Component 3 themes, which can be easily swapped for the current brief as well as adapted for any performing arts discipline. The real value lies in the structured questioning and modelled responses, making these resources highly adaptable and an excellent starting point for preparing students for success. As an added bonus, the pack also includes a dedicated Activity 2 resource — focusing on skills and techniques in Dance — to support the area that is most often marked down, giving teachers and students a helpful extra tool to boost marks. There is also clear reference to professional practitioners, their theories, and practical exercises, ensuring students can make strong and relevant industry links throughout their writing. In addition, the pack comes with two bonus Activity 2 resources, providing extra guidance on skills and techniques to further support students in the log where marks are most commonly lost.

These BTEC Tech Award in Performing Arts Reflective Log Frameworks (Parts 1 and 2) are an essential resource for Component 2, Learning Aim C, the written element of the course where so many students lose marks. Designed and trialled by teachers currently delivering the qualification — and fully up to date with the latest examiner guidance — these resources provide students with a clear step-by-step structure for reflecting on both the rehearsal process and the final performance. Each framework is broken down into clear paragraph prompts, with example sentences included to model Distinction-level responses. They guide learners to reference skills, feedback, improvements, milestone videos, time stamps, and professional relevance — all the elements examiners expect in the top bands. By using these logs, students learn how to write reflectively in a detailed, structured, and evidence-based way, massively increasing their chances of hitting higher marks. As an added bonus, the pack also includes two exclusive help sheets dedicated to writing about skills paragraphs in both rehearsal and performance logs. This is the area where examiners consistently note students lose marks, so these extra resources are a huge support for learners who struggle to articulate the development and application of skills. Tried, tested, and refined in real classrooms, this is the ultimate toolkit for preparing students to succeed in Component 2 Learning Aim C. Whether used in class, for homework, or as a revision scaffold, it ensures students are writing with focus, clarity, and confidence — and teachers can rest assured they are setting meaningful, Ofsted-ready written work that secures progress.

This BTEC Tech Award in Performing Arts – Component 1 Complete Resource Pack (Tasks 1–3) is a must-have for teachers delivering the course. Centred on Bob Fosse’s iconic “Mein Herr” from Cabaret (1972), it provides a full set of structured, ready-to-use frameworks covering Stylistic Qualities, Features and Influences (Task 1), Roles, Responsibilities and Skills (Task 2), and Approaches, Processes and Techniques (Task 3). Each section is packed with carefully scaffolded questions and model examples that ensure students address every part of the brief — an area where many lose marks without guidance. For example, in Task 1, learners are guided to explore how Sally Bowles’ sharp isolations and chair work symbolise rebellion and control, compare her fluid freedom against the confined, puppet-like movements of the backing dancers, and analyse production elements like spotlighting, costume, and risqué make-up choices in 1930s Berlin. Task 2 moves students on to professional roles, asking them to consider how Bob Fosse’s dual role as choreographer and director shaped the choreography, cinematography, and costumes; how Liza Minnelli’s expressive acting choices and vocal delivery enhanced the number; and how the jazz score supported Fosse’s precise, restrained movement vocabulary. Finally, Task 3 immerses learners in approaches and processes: from audition tasks that test precision with a chair sequence, to rehearsal techniques like mirror work and prop drills, through to the demands of technical and dress rehearsals. It then builds to analysis of performance techniques, where students reflect on how sharp isolations, stillness, props, and lighting were used to embody Fosse’s cool, detached style. While the focus is on Mein Herr, the true strength of this pack lies in its structure: each task is designed so teachers can easily swap in any practitioner or professional work. This makes it not just a set of lessons on Fosse, but a reusable framework that secures detailed, distinction-level writing whatever the focus. Students are consistently pushed to link back to themes, reference skills, cite evidence (even with suggested time stamps), and make connections across roles, styles, and influences. Created by teachers currently delivering the course and fully aligned with the latest examiner feedback, this pack is both classroom-ready and exam-focused. It saves hours of planning, provides Ofsted-ready written evidence, and gives students the tools to succeed in the written components that often drag grades down. Structured, adaptable, and proven in practice, this resource ensures your learners don’t miss a single assessment point — giving them the confidence and clarity to achieve top marks.

This BTEC Tech Award in Performing Arts – Component 1 Complete Resource Pack (Tasks 1–3) is the ultimate toolkit for tackling the written demands of the course. Using Parris Goebel’s choreography for Rihanna’s Super Bowl Halftime Show (2023), it provides structured, classroom-ready frameworks for Stylistic Qualities, Features and Influences (Task 1), Roles, Responsibilities and Skills (Task 2), and Approaches, Processes and Techniques (Task 3). Students are guided step by step to analyse performance in depth: from exploring Goebel’s sharp isolations, grounded hip hop style, and Polyswagg influence, to evaluating how Rihanna’s minimal presence contrasted with the dancers’ high-energy unison, to considering how costumes, drones, and aerial staging created a global spectacle. Each resource is packed with scaffolded questions, model examples, and prompts to link back to themes of empowerment, individuality, and cultural identity — ensuring learners don’t miss any assessment points. Although centred on Goebel and the Super Bowl, the real power of this pack is its structure. Every framework can be easily adapted to any practitioner or professional work, making it reusable across multiple delivery cycles. Designed by teachers currently teaching the course and fully aligned with the latest examiner guidance, this pack saves hours of planning while giving students the clarity and focus they need to achieve Distinction-level written responses. With this bundle, you’ll have a ready-made, adaptable, and exam-focused scheme that strengthens both teaching and learning.

These BTEC Tech Award in Performing Arts logs are a tried-and-tested resource designed to support Dance, Drama, and Musical Theatre students in achieving top band marks for Component 3 (Activities 1, 2, and 4). Carefully structured and classroom-proven, they model the reflective writing needed to secure Distinction-level outcomes by ensuring students continuously address the brief, revisit it throughout their responses, and write in a clear, comprehensive way while remaining close to the 800-word limit. Best used during the teaching and learning phase, these logs give students the confidence and framework to master the style, depth, and focus required for success, making them an invaluable tool for guiding learners towards consistent high achievement. Produced by teachers currently delivering the course and fully up to date with the latest examiner report guidance, these resources are designed to reflect the very best practice. The logs are based on past Component 3 themes, which can be easily swapped for the current brief. The real value lies in the structured questioning and modelled responses, making these resources highly adaptable and an excellent starting point for preparing students for success. As an added bonus, the pack also includes a dedicated Activity 2 resource — focusing on skills and techniques — to support the area that is most often marked down, giving teachers and students a helpful extra tool to boost marks. There is also clear reference to professional practitioners, their theories, and practical exercises, ensuring students can make strong and relevant industry links throughout their writing.

This Dance Terminology Booklet is a must-have resource for every secondary dance teacher, providing a ready-made, high-quality solution for lessons, revision, and cover. Packed with the essential vocabulary students need to succeed in both practical and written work, the booklet is structured so learners record the key definition alongside each term. This not only secures their subject knowledge but also trains them to use technical language fluently — a skill that examiners and Ofsted look for when judging the strength of a performing arts curriculum. What makes this resource so valuable is its flexibility. It can be used as a standalone theory lesson, for homework, or as emergency cover work when planning changes unexpectedly. Instead of wasting valuable time or setting filler tasks, you can ensure students are engaged in meaningful, curriculum-driven learning that clearly evidences progress and intent. The booklet also doubles as a revision tool, helping students to consolidate terminology ahead of assessments, making it a long-term investment that can be used year after year. Teachers who have used this resource describe it as a lifesaver — it fills gaps in the timetable with purposeful activity, gives students ownership of their learning, and ensures every lesson looks professional and well-planned. With Ofsted increasingly focused on knowledge, literacy, and subject-specific vocabulary, this booklet provides exactly the kind of structured, high-quality work inspectors want to see. It is simple to deliver, easy to adapt, and ensures your students are always reinforcing the terminology that underpins success in Dance.