Performance Awards
Confidence, creativity and the joy of performance.
Performance Awards
Confidence, creativity and the joy of performance.
For dance teachers, there are few things more rewarding than seeing a student step onto the stage with confidence, pride and a genuine love of performing. ISTD's Performance Awards are creating exactly those moments, offering an inclusive and flexible qualification that celebrates performance, musicality and confidence without the pressure of set choreography or syllabus requirements.
Unlike traditional examinations, the Awards allow teachers and students the freedom to explore creativity, develop stage presence and showcase individual strengths. We spoke to two teachers who recently entered students for the Performance Awards and discovered how powerful the experience has been for both dancers and teachers alike.
Creating more opportunities to shine
For Helen White, the decision to enter students for the Awards came naturally after her school's annual dance show.
"We had recently done our annual dance show and the students really enjoyed performing," she explains. "So, I wanted to embrace this and encourage this love for performance. For our shyer dancers, it was wonderful to give them another opportunity to develop their skills and build their confidence."
Helen White's dance students
Helen White's dance students
Creating more opportunities to shine
For Helen White, the decision to enter students for the Awards came naturally after her school's annual dance show.
"We had recently done our annual dance show and the students really enjoyed performing," she explains. "So, I wanted to embrace this and encourage this love for performance. For our shyer dancers, it was wonderful to give them another opportunity to develop their skills and build their confidence."
At the start of May, Helen entered students across a full day of Performance Awards, including solos, duets, trios and groups in a variety of genres. What stood out most was the atmosphere surrounding the exams.
"To be honest, the PAs are less pressure and more fun!" she says.
That freedom from pressure enabled her students to focus on what matters most in a performing art: connecting with an audience.
"The PAs have really encouraged my students to shine and focus solely on performance and projection to the audience."
Helen believes students gain a great deal from taking part, from "a sense of achievement" to opportunities for creative input, choreography exploration and, of course, the excitement of performing in costume.
"The PAs have really encouraged my students to shine and focus solely on performance and projection to the audience."
Students also appreciated the personalised nature of the experience.
"Getting a personalised comment in the report, and the chance for a non-pressured accomplishment" were among the aspects they enjoyed most.
Teaching in both a boarding school environment at Wycombe Abbey and at her own Hillingdon Theatre Dance Centre has shown Helen just how versatile the Awards can be.
"Both have found huge benefits in the awards and the students are very eager to do more," she says. "They can work well alongside current class exams of grades and give an additional opportunity."
Her advice for teachers considering entering students for the first time is enthusiastic and straightforward:
"Do it! There are so many options. You can use dances that have been used for shows or festivals. You can adapt other exam dances, choreograph something new, or the students can choreograph the dances themselves."
A confidence boost at the right time
For Caitlin Smith, founder of Fusion Dance, the Performance Awards arrived at exactly the right moment.
She had two students working towards Silver Jazz, but felt they would benefit from more time before entering the full examination. When she discovered the new Awards, she immediately recognised their potential.
Caitlin Smith's dance students
Caitlin Smith's dance students
"It means they can still do something even though it's not a full exam," she explains.
Caitlin approached the opportunity as a collaborative journey.
"I was very honest with the girls. I went to them and I said, 'I've no experience with this. It's a new thing that ISTD have launched.' I explained it would be a bit of a test run for both of us."
Far from being discouraged, the students embraced the challenge.
"I think they really liked the thought that this was a first for Fusion Dance. It was a first for me, it was a first for them. We were going to do this together."
The shared sense of adventure quickly became part of the appeal, with Caitlin affectionately describing them as Fusion Dance's "OG performance group".
Most importantly, she witnessed a genuine boost in confidence.
"I feel like they really gained a lot of confidence and a lot of self-belief," she says.
A confidence boost at the right time
For Caitlin Smith, founder of Fusion Dance, the Performance Awards arrived at exactly the right moment.
She had two students working towards Silver Jazz, but felt they would benefit from more time before entering the full examination. When she discovered the new Awards, she immediately recognised their potential.
Caitlin Smith's dance students
Caitlin Smith's dance students
"It means they can still do something even though it's not a full exam," she explains.
Caitlin approached the opportunity as a collaborative journey.
"I was very honest with the girls. I went to them and I said, 'I've no experience with this. It's a new thing that ISTD have launched.' I explained it would be a bit of a test run for both of us."
Far from being discouraged, the students embraced the challenge.
"I think they really liked the thought that this was a first for Fusion Dance. It was a first for me, it was a first for them. We were going to do this together."
The shared sense of adventure quickly became part of the appeal, with Caitlin affectionately describing them as Fusion Dance's "OG performance group".
Most importantly, she witnessed a genuine boost in confidence.
"I feel like they really gained a lot of confidence and a lot of self-belief," she says.
That growth has continued beyond the Award itself and into the studio.
"I think having that thing to aim for, even when it's not a full exam, still gives them that boost that an exam would give them."
For Caitlin, the Awards are particularly valuable for schools where students attend less frequently and may take longer to progress through graded examinations.
"I think this would help encourage them to keep coming and keep going down the ISTD path."
She also praised the accessibility and flexibility of the format, highlighting the range of entry options available.
"If they're not happy dancing solo, there are other options. I like that about it with the teams and the duets."
Her verdict?
"Go for it. I think it will be totally worth it."
Celebrating every dancer
The experiences of Helen and Caitlin highlight exactly what makes the Performance Awards so special. They provide meaningful recognition for students' confidence, creativity, musicality and performance skills, while giving teachers the flexibility to tailor experiences to the needs of their dancers.
Whether used as a stepping stone towards graded examinations, an opportunity for students who thrive through performance, or simply another way to celebrate progress, the Awards are creating moments of achievement that students remember long after the assessment day is over.
"Dance is a performing art. So, the more opportunities to perform, the better!"
And judging by the enthusiasm of both teachers and students, the Performance Awards are doing exactly that: creating more opportunities for every dancer to shine.
Find out more about ISTD Performance Awards
Inspired by Helen and Caitlin's experiences? The ISTD Performance Awards offer a flexible and inclusive way to celebrate students' confidence, creativity, musicality and performance skills, whatever their age, ability or dance background.
Designed for all Theatre genres, the Awards can be taken in any dance style, including styles outside the ISTD syllabus. With no fixed choreography requirements, students can perform work that plays to their individual strengths, whether that's a solo, duet, trio or group performance.
The Awards are available across six progressive Stages and can be used in a variety of ways, from recognising students who are not yet ready for graded examinations to supporting adult learners, after-school clubs, community dance programmes and competition preparation. They can also sit seamlessly alongside existing exam sessions, providing an accessible and achievable goal for every dancer.
Whether you're looking to build confidence, encourage creativity, celebrate achievement or simply give more students the opportunity to shine, the Performance Awards offer a fresh approach to progression and recognition.
Explore the specification, assessment options and entry information on the ISTD website. Bookings are open through Quest.
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