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Curriculum

Overview

Opportunities for students to learn to:

Create and perform dances using a range of complex movement patterns and techniques.

Use a range of dance styles and forms Use compositional principles when composing their dances. (E.g. Motif development, awareness of group relationships, spatial awareness)

Apply performance skills in their dances (e.g. Focus, projection, timing and musicality).

For all students to extend their dance experience through dance clubs, workshops and theatre visits.

For students to develop dance skills at GCSE and Post-16 levels.

 

 

Year 7

Term 1

PERFORMANCE

Term 2

CHOREOGRAPHY

Term 3

EVALUATION

This term students will be introduced to basic dance skills/techniques and begin exploring dance through the eras.

This term will allow students to choreograph a dance routine in groups, based on a particular stimulus, which is currently ‘Aliens landing’. This will focus mainly on the use of relationships, communicating an idea and showing a range of actions

This term students will be taught a routine based on a particular stimulus, which is currently ‘Cops and Robbers’.

Students will then evaluate their peer’s performance and their own, focusing on strengths/ weaknesses.

 

Each unit covers a half term period, with a single lesson per week. At half term the group switches to Drama.

 

Delivery of the lessons takes the format of lesson objective, discussion

  • warm-up, recap/input of relevant actions
  • a main activity
  • a development
  • a cool-down
  • a plenary.

 

Towards the end of a unit lessons adapt to provide more time to refine and then perform work in order to assess performance.

 

 

Year 8

Term 1

PERFORMANCE

Term 2

CHOREOGRAPHY

Term 3

EVALUATION

This term students will be introduced to the style of street dance.

Students will be taught a short routine which focuses on a range of street dance elements.

This term will allow students to explore working with a stimulus, which is currently ‘Urban Dance’. Students will work in a group, focusing mainly on the use of relationships.

This term students will be a taught a routine based on a popular dance craze, which is currently ‘Thriller’.

Students will then evaluate their peer’s performance and their own, focusing on strengths/ weaknesses and suggesting improvements to enable development.

 

Each unit covers a half term period, with a single lesson per week. At half term the group switches to Drama.

 

Delivery of the lessons takes the format of lesson objective, discussion

  • warm-up, recap/input of relevant actions
  • a main activity
  • a development
  • a cool-down
  • a plenary.

 

Towards the end of a unit lessons adapt to provide more time to refine and then perform work in order to assess performance.

 

 

Year 9

Term 1

PERFORMANCE

Term 2

CHOREOGRAPHY

Term 3

EVALUATION

This term students will be expanding their knowledge of street dance by fusing this with another style.

Students will be taught a routine which combines two dance styles together, using a current piece of music.

This term will allow students to explore narrative dance and the expression of emotions. The stimulus for this routine will be a poem titled ‘My Name is Cocaine’. Students will work as a duet focusing on the use of relationships, communication and exploring a range of actions.

This term students will be taught a routine as a class which incorporates ‘stepping and street dance’ with a focus on the use rhythm.

Students will then evaluate their peer’s performance and their own, focusing on how they could develop and refine their routine.

 

Each unit covers a half term period, with a single lesson per week. At half term the group switches to Drama.

 

Delivery of the lessons takes the format of lesson objective, discussion

  • warm-up, recap/input of relevant actions
  • a main activity
  • a development
  • a cool-down
  • a plenary.

 

Towards the end of a unit lessons adapt to provide more time to refine and then perform work in order to assess performance.

 

 

Key Stage 4

COURSE: GCSE Dance

EXAMINATION BOARD: AQA

 

All units are structured to meet the requirements of the GCSE Dance course set out by the AQA.

http://www.aqa.org.uk/subjects/drama-and-performing-arts/gcse/dance-4230 

 

Aims

Assessment in dance in Key Stage 4 works towards the completion of compulsory coursework elements.  The first 3 terms of practical work in Year 10 allow pupils to experiment with the 3 coursework elements which will need to be submitted for their final marks.  During the final 3 terms, pupils will need to complete these elements in a controlled situation and their final marks will count towards their overall coursework grade.

 

The theory lessons will give pupils the opportunity to extend their learning through appreciation and evaluation of both professional dance works, and their own, and each term will finish with a mini-assessment which will monitor their learning and track their progress.

Over the duration of the two year course, each year group is assessed against specific criteria, giving an overall National Curriculum level ranging from A*-U.  The aims of assessment in the department are to:

  • Understand and monitor the students’ strengths and achievements
  • Identify individual or group weaknesses  and difficulties
  • Monitor and adapt learning situations to benefit individual and group attainment
  • Give feedback to parents/students and other staff on progress and ability

 

Teacher Assessment

Theory:

Each term will have a specific focus which pupils will study by means of visual appreciation and completion of tasks in their specially designed ‘task books’.  At the end of each term, pupils will complete a mini-assessment to help record their attainment, and allow the teacher to identify gaps in their subject knowledge.

 

Practical:

As with the theory, each term will have a specific focus and pupils will have three opportunities to complete the required coursework elements at various points throughout the year.  These elements (set out by the AQA) are recorded as evidence and marked during a controlled assessment by the teacher.  These marks are then externally moderated to ensure that consistency is maintained.

 

Student Assessment

Students are encouraged to verbally feedback to their peers, whilst providing constructive comments and exploring peer assessment as much as possible.  Individual targets grades and attainment grades are given to students at the start of each term and pupils are encouraged to take responsibility for their own learning by monitoring these attainment grades which are reviewed every term.

 

 

Key Stage 5

COURSE: A-Level Dance

EXAMINATION BOARD: AQA

http://www.aqa.org.uk/subjects/drama-and-performing-arts/a-level/dance-2230/spec-at-a-glance

 

Unit 1 Understanding Dance (40%)

Written Paper 1 hr 30 mins (60 marks)

Based on a minimumof 2-4 dance works

A. Structured questions (Technical)

B. 2 essay questions based on professional dance works you have studied

Externally assessed

Unit 2 Choreography and Performance (60%)

Practical coursework (90 marks)

A. Solo choreography and performance (60 marks)

B. Performance in a Duo/Trio (30 marks)

Internally assessed

Unit 3 Dance Appreciation (25%)

Written paper 1hr 30 mins (80 marks)

A. One question on a chosen area of study (40 marks)

B. One question on a set work studied (40 marks)

Externally assessed

Unit 4 Group Choreography and Solo Performance (25%)

Practical coursework (70 marks)

A. Group choreography (40 marks)

B. Solo performance (30 marks)

Externally assessed

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