Drama and Dance at The Dean Academy

At The Dean Academy, our Performance Department is committed to nurturing the talents of every student, ensuring that learners of all abilities have the chance to succeed and grow in both Drama and Dance. With a dedicated and experienced faculty, we offer a wide range of opportunities, fostering skills that prepare students for further education and future careers in the creative industries.

Our Vision
The vision of our Performance Department is to provide every student with the opportunity to engage in performance throughout their time at The Dean Academy. From Key Stage 3 to post-16 education, we ensure that students have access to a broad and enriching curriculum that covers everything from acting and choreography to the technical roles that support live performance. Students gain valuable experience both on stage and behind the scenes, developing a well-rounded understanding of performance that is invaluable in any career.

Curriculum Overview
At Key Stage 3, Drama is taught as a specialist subject, where students are introduced to key drama skills and an awareness of different theatre forms and terminology. This foundation helps build confidence, creativity, and collaboration. Dance is also integrated into the P.E. curriculum, giving students a chance to explore movement and expression in a supportive, physical environment.

At Key Stage 4, we offer the Edexcel BTEC Technical Award in Performing Arts for both Drama and Dance. This course provides a more focused and challenging experience, encouraging students to build their practical performance skills while also developing their understanding of the theory and technical aspects of performance. Students also have the opportunity to reflect on their own choreography and performances as part of the course assessment.

Extra-Curricular Activities
Our commitment to performance goes beyond the classroom. We offer a variety of extra-curricular activities, including dance productions, choreography clubs, and drama leadership opportunities. The department is also deeply involved in the wider school community, with an annual production that brings together Drama, Dance, and Music to create a spectacular showcase for the school.

Other exciting opportunities include the annual Christmas Carol Concert, school events like Presentation Evening, and community festivals, where students can showcase their talents. We also provide workshops with specialist companies, such as Swindon Dance and Splendid Theatre, allowing students to gain insight and experience from professionals in the field.

Performance Opportunities
Students at The Dean Academy are encouraged to participate in live performances, both on and off stage. Our whole-school performances offer the chance to experience the excitement and challenges of working on a production for a large audience, while our annual shows and events ensure that students have a platform to display their growing talents.

A Pathway to Success
Our Department is dedicated to offering pathways that lead to further study and careers in the performing arts. Whether through direct performance opportunities, technical roles, or leadership positions within the department, we aim to give students the skills, confidence, and experience to excel in their chosen field. If you have a passion for Drama or Dance, The Dean Academy is the place to be, with countless opportunities to explore and enjoy the world of performing arts!

Music is taught to all students in Key Stage 3 as a specialist subject for one hour per week. Students are also encouraged to bring their own instruments to school, and we are able to organise peripatetic music lessons for a number of different instruments. At Key Stage 4, we offer the Eduqas GCSE Music course.

In Year 7, students commence their musical studies with a Singing Unit, where they develop foundational vocal skills, including pitch, rhythm, and musical notation, with particular attention to the treble clef. This is followed by a series of Keyboard Skills Units, introducing students to keyboard layout and elementary music theory concepts such as rhythm, note values, tempo, and accidentals. As their skills progress, students encounter increasingly complex melodies, explore performance markings, and cultivate expressive playing techniques. The Horror Film Music Unit provides an introduction to the role of music in storytelling, as students analyse how composers create mood in film, and study notable film music composers. The Ukulele Unit introduces basic chords, strumming patterns, and simple repertoire, while the final Band Skills Unit familiarises students with ensemble performance, teaching them the roles of various instruments within a band.

Throughout Year 7, students refine core skills such as unison singing, breath control, pitch accuracy, finger placement on the keyboard, and sight-reading. The keyboard units support the development of finger dexterity, while the Horror Film Music Unit cultivates creative composition and analytical skills using music software. By the end of Year 7, students demonstrate an understanding of the expressive power of dynamics, articulation, and pitch. Misconceptions, such as “louder singing equals better singing,” are addressed, as are common misunderstandings about key sensitivity in keyboard performance. The curriculum connects previous music exposure to future studies in advanced vocal, keyboard, and ensemble techniques.

In Year 8, students broaden their understanding by studying various genres, beginning with Britpop in Unit 1, where they explore the cultural significance of Britpop, its signature styles, and key artists. The Blues Unit introduces students to the 12-bar Blues structure, influential artists, and its impact on later genres. The Minimalism Unit, focused on composers such as Steve Reich and Philip Glass, teaches students the compositional technique of repetition and gradual change. In Unit 4, Folk Music, students learn about folk traditions, cultural narratives, and the unique qualities of folk instruments. The year concludes with units on Western Classical Tradition and Band Skills, examining music from the Baroque, Classical, and Romantic eras, while further developing students’ ensemble performance skills.

Year 8 develops students’ abilities to identify and analyse genre characteristics, play representative pieces, and compose minimalist works. They gain experience performing folk music, building confidence in singing and instrumental playing. Misconceptions, such as “all Britpop sounds similar” and “minimalism lacks complexity,” are addressed. The curriculum builds on students’ prior music theory and performance skills, preparing them for future studies in advanced composition and performance techniques.

In Year 9, the focus shifts to creative music-making and technology. The Hooks and Riffs Unit explores these elements’ role in making music memorable, followed by a composition unit in the style of Ralph Vaughan Williams, encouraging students to merge classical and folk traditions. The Songwriting Unit examines song structure, while the House Music Unit introduces electronic music production, digital audio workstations, and sampling techniques. In the Time Signatures Unit, students engage with complex rhythmic structures, and the final Band Skills Unit further develops ensemble performance skills.

By Year 9, students demonstrate the ability to compose and incorporate hooks and riffs, analyse Vaughan Williams-inspired compositions, and utilise music technology to create House music tracks. They are introduced to a range of rhythmic structures, linking cultural context to musical form. Misconceptions, such as “hooks and riffs are exclusive to pop and rock” and “House music lacks musical depth,” are challenged, and the curriculum builds toward more advanced songwriting, digital production, and composition skills.

In Years 10 and 11, the Eduqas GCSE course provides an intensive study of music theory and set works. Year 10 emphasises a detailed exploration of musical elements (melody, harmony, rhythm, texture, timbre, dynamics, and form), alongside historical context and theoretical principles, including the treble and bass clefs, scales, chords, and key signatures. Term 2 deepens the analysis of set works, examining compositions from the Baroque to Modern periods. Additionally, students are introduced to fundamental recording techniques and digital composition in music technology.

Year 11 focuses on advanced theory, including chromaticism, extended chords, and complex modulation. Students analyse remaining set works, incorporating historical and stylistic perspectives, and study contemporary music, covering key genres of the 20th and 21st centuries and the role of technology in modern music. The final year centres on preparing students for performance and composition assessments, with an emphasis on refining individual style, enhancing performance confidence, and developing exam techniques.