Dance

Curriculum INTENT

Our intent is to provide a broad and ambitious Dance Curriculum at KS4; rich in skills and knowledge. To offer a range of opportunities to learn and develop skills in a variety of dance styles.

KS3/KS4 Dance

Dance at KS3 is taught as an activity within the PE curriculum.  For more information on this you can go to the PE subject area.

At KS4 students can choose Dance as an option and will build on their basic knowledge gaining a more in depth understanding of the subject. 

In Year 11, students will complete the third and final component of their BTEC Tech Award in Dance, known as Component 3: Responding to a Brief. This unit provides an opportunity for students to showcase their performance or production skills in response to a given brief and stimulus, where they will work collaboratively to develop a group performance aimed at a specific audience.

Building on the knowledge and skills developed in the previous components, students will apply what they've learned to a practical, real-life scenario. They will create a 10-minute performance based on a detailed brief and will document their process through three written tasks, reflecting on and evaluating their work.

The unit encourages students to draw on a wide range of techniques, theories, and concepts within the performing arts. It is designed to test their ability to plan, perform, and assess their creative work, and is a significant part of their overall assessment, contributing 40% to their final grade.

The KS4 pathways will encourage students to become more confident and independent thinkers.  Students will have a safe environment to express themselves through dance and will be encouraged to develop their creativity and imagination through this.

Curriculum End Points

End Points: KS3

Performance:

Students have consistently demonstrated competence in a range of skills including:

• Physical Skills
• Technical Skills
• Expressive Skills

They have shown the ability to be able to use these confidently and in a range of genres and styles.

They have shown the ability to have stylistic awareness of different genres and styles and apply the skills appropriately.  

Devising:

Students have shown knowledge and understanding of how to create well-structured and thought out dance performance pieces. They have shown this through the demonstration of their choice of devices, or their character development.

They will have demonstrated a creative facility when creating dance performance work.

They will have shown that they understand the differences in stylistic genres and qualities within each style. They will have shown this in both devised the learning of professional work.

Students will have been able to work creatively both independently and in groups, and have been able to show refining and rehearsal techniques effectively.

They have been able to respond to a range of stimuli, in order to generate creative ideas.

Appreciation:

Students investigated how performance pieces were created. They explored professional performance material, its origins and the influences that impacted its development. They also researched the purpose of the piece.

Students reviewed their own practical development and how well their own performance skills were applied. They evaluated their process of rehearsal and final performance. They highlighted both areas for improvement and their successes.

End Points: KS4

Performance:

Students have demonstrated an understanding of the skills, techniques and approaches used by professionals to create work. They have explored professorial repertoire and workshopped ideas relating to a specific theme or purpose. Through their explorations they have also communicated the purpose both through practical and analysis tasks.  

Students have taken part in the rehearsal process. They have applied performance skills and techniques to script work. They have also participated in the rehearsal process when developing their own material in response to a brief.

Creating:

Students have shown an understanding of how to creatively respond to a brief. They have done this both through discussion and practical exploration of a stimulus. They have generated ideas through participating in a workshop where ideas were explored & concepts developed which linked to a given brief or idea.

They demonstrated that they could select and develop skills and techniques that were needed to realise creative ideas in response to the brief.

Appreciation:

Students investigated how performance pieces were created. They explored professional performance material, its origins and the influences that impacted its development. They also researched the purpose of the piece.

Students reviewed their own practical development and how well their own performance skills were applied. They evaluated their process of rehearsal and final performance. They highlighted both areas for improvement and their successes.

Curriculum in Year 10

Performance Skills / Expressive Skills / Technical Skills

• Understanding roles and responsibilities of the performance industry
• Understanding National Organisations
• Understand how performance are promoted
• Understanding production planning
• Understanding rehearsal process
• Official Written Exam 

How we assess:

 How can parents help?

• Ask questions regarding the key terminology (found in the content section above)
• Watch performances when rehearsing at home
• Revision questioning 
• Attend performances that your child is involved in

Curriculum in Year 11

Unit 2 – Planning and Performing

• Understanding how to respond to a live performance brief
• Understanding pre-production and production roles
• Understanding rehearsal and development of material
• Understanding how to present to an audience
• Understand how to review a live performance

How we assess:

Students will repeat the process of Spring term if they are required to.

How can parents help?

•  Watch performances when rehearsing at home.
•  Discuss the key terminology - (found in content section above)
•  Attend Final Performance production