Dance
2024/2025 Teaching staff: Ms E Griffin,
Oakwood is delighted to provide Dance throughout the curriculum in KS3 & KS4.
Dance enables young people to gain artistic skills and discipline, as well as developing their ability in physical interaction, team working, problem solving, observing, evaluating, verbal and non-verbal communication. Dance is an inclusive subject where all students (male and female) are given the opportunity to learn and develop in a safe and structured environment. There are many cross-curricular links explored in Dance lessons.
Download the Pathway Doctument below:
| Subject Leads | Ms E Griffin Contact for more details of Dance curriculum | ||||||||||||
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| Key Stage 3 | Throughout Key Stage three, the students develop their abilities in movement and technical disciplines. They will work in varying group sizes and learn to take risks with the development of their ideas. Students learn technical and performance skills, as well as exploring a variety of dance styles. They learn to analyse their work and the work of others. Assessment will take place and students will be assessed regularly on their concentration, collaboration, creativity as well as their dance ability.
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| Key Stage 4 | Progression from Key Stage 3 to Key Stage 4 is made through building on and developing the use of Dance techniques and previously learnt and exploring age appropriate issues and contexts.
GCSE Dance is a fresh and vibrant qualification available to both male and female students which includes popular performances and choreography, alongside a collection of short and diverse professional work. The course is broken down into 2 components and 3 assessment sections. This course is physically demanding and requires commitment to the study of the subject including additional rehearsals beyond school time. The course will suit any dancer who is willing to perform and extend their knowledge of dance via this qualification. Students should also be aware that this is a very physical course with 6 hours of practical dancing a fortnight. The course has contemporary dance at the core of its structure but, students will explore a variety of dance styles whilst learning the choreography and dance appreciation components. Course Overview: Component 1: Performance & Choreography - Total component 60% – 3 Performances are filmed and marked by the centre, then sent to AQA for moderation. Performance 1 (15%): Students will learn 4 Set phrases (contemporary dance) and perform and film 2 solo performance for examination - approximately one minute in duration each. This part of the examination is completed by the end of year 10. Performance 2 (15%): Students will perform duet/trio performances using the remaining set phases not used for their solo performance – the performance is a minimum of three minutes/maximum of five minutes in duration. Choreography - 30% of GCSE (40 MARKS) Performance 3 (30%): Choreography - Students will produce a solo or group choreography based on a stimulus provided – a solo (two/two and a half minutes) or a group dance consisting of two to five dancers (three/three and a half minutes). Any type of dance style maybe used within the choreography Component 2: Dance Appreciation - Total component 40% - Written exam: 1 hour 30 minutes. Written Exam Students will develop knowledge and understanding of choreographic processes and performing skills and be able to write about them in detail. Students will learn how to critic the choreographic processes, performance and appreciation of their own work and be able to write about them in detail. Students will study 6 different professional dance works and be able to write critical appreciation about them. Only one of the dances will appear in the exam. | ||||||||||||
| Exam Board | AQA | ||||||||||||
| Extra-Curricular | The Dance department also offer opportunities for students to take part in a range of extra-curricular activities, for example dance trips, dance style workshops, the Christmas Show, Whole School Production and KS4 rehearsals after school. |
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| Autumn | Spring | Summer 1 | Rationale |
| YEAR 10 | Topic Area/Key Question
| Component 1 and component 2 | Component 1 and component 2 | Component 1 and component 2 |
Building a foundational set of GCSE standard skills and experience of a wider range of materials. Students will be encouraged to plan and execute performances including solo / duo/trio & Group.
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| Content covered
C1 Performance (Choreography)
Anthology (Theory)
| Safe working practices: · Warm up & Cool down. Safe working practices including: · appropriate dancewear · footwear · hairstyle · Absence of jewellery.
A.D.S.R Study · Action content · Dynamic content · Spatial content · Relationship content
Break down lessons and group performances created using each of the study sections.
Explore and dance / Lead/ follow / learn routines and explore styles of choreography.
Study ‘Artificial things’ by Lucy Bennett. Features of production - focus on costume and aural setting. Decide on or design own costume for the group dance. Decide on appropriate aural setting.
Study ‘Infra’. Critical appreciation of understanding the features of production: · staging / set · lighting · properties · costume · dancer’s · aural settings. | C1 – Duo / Trio Dance including set phrases.
LEARN Breathe & Shift.
Learn Duo / trio CHREOGRAPHY
Workshops that cover: · exploring different performance environments · exploring different stimuli · improvising in response to a stimulus · generating movement material · understanding the importance of selecting and discarding dance material · developing and structuring learning about the importance of refining. Task – choreograph a group dance (2 – 5 dancers) that is a response to a stimulus of your own choice. Consider use of site sensitive perform
Study ‘Within her eyes’ by James Cousins. Analysis of the features of production. Particular focus on: · how the use of focus supports the dance idea · how the response is not a stereotypical one · performance environment · how the lighting supports the dance idea.
Study ‘A Linea Curva’. Analysis of the features of production. Particular focus on: · how the use of focus supports the dance idea · how the response is not a stereotypical one · performance environment · how the lighting supports the dance idea. | C1 – Review of performance
C1 – SOLO/ DUO TRIO.
C1 – Choreographic process. Complete process as a mock for year 11. Creating a 3 min dance with a min of 2-5 dancers. Responding to stimuli.
Study ‘E OF E ’ by Boy Blue. Analysis of the features of production. Particular focus on: · how the use of focus supports the dance idea · how the response is not a stereotypical one · performance environment · how the lighting supports the dance idea.
Study ‘Shadows’ Christopher Bruce. Analysis of the features of production. Particular focus on: · how the use of focus supports the dance idea · how the response is not a stereotypical one · performance environment · how the lighting supports the dance idea. | ||
| Assessment
| *BASE LINE – CREATE YOUR OWN WARM UP OR COOL DOWN *HTA – Perform a piece of taught choreography.
Written tasks - exam style questions on understanding of dance style, choreographic intent, dance relationships. | HTA – choreograph a group dance (2 – 5 dancers) that is a response to a stimulus of your own choice. Consider use of site sensitive performance environments.
ETA – Breathe & Shift
| HTA - Choose your final group STIMULI and start on examination piece. Over 1 min must be there by end of year performance.
ETA – YEAR 10 MOCK | ||
| Literacy focus
| Key Terminology ADSR / ANTHOLOGY Booklets Section A/B/C- paper questions. Formats and answers | ||||
| Opportunities (links to careers/EDI/PSHCE)
| Students will develop a breadth of professional skills: Students will learn to work according to a brief. To perform and present themselves at rehearsals / workshops / additions. Engage with the logistics of planning a project and working within time constraints / deadlines. | ||||
| Links to GCSE syllabus /AO | GCSE component 1 – Performance & Choreography GCSE component 2 – Hypothetical choreography, critical appreciation of own work, appreciation of professional works.
NC – Speaking and listening (en1) NC GCSE component 2 – Live theatre NC – Speaking and listening (en1) NC – GCSE PE – performance | ||||
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| Autumn | Spring | Summer | Rationale |
| Year 11 | Topic Area/Key Question
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Students will perform final performance and complete written critical appreciation of own work and studied works.
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| Content covered
C1 Performance (Choreography)
Anthology (Theory)
| Final performance / Outcome C1 – Solo / Duo Trio 30%
Review all professional works. Practice – Hypothetical choreography, critical appreciation of own work, appreciation of professional works.
Practice papers
| Final performance Choreography 30%
Respond to stimuli released by AQA in September of examination year.
Review all professional works. Practice – Hypothetical choreography, critical appreciation of own work, appreciation of professional works.
Practice papers
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Review all professional works. Practice – Hypothetical choreography, critical appreciation of own work, appreciation of professional works.
Practice papers
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| Assessment
| Final filmed performance and mark for Set Phrases (solo) and Duo Trio performances 1-9 AQA | Final filmed performance and mark for Choreography Mark 1-9 AQA | Final written examination on all of C2 | ||
| Literacy focus
| Key Terminology ADSR / ANTHOLOGY Booklets Section A/B/C- paper questions. Formats and answers | ||||
| Opportunities (links to careers/EDI/PSHCE) | Students will develop a breadth of professional skills: Engage with the logistics of planning a project and working within time constraints / deadlines. Performance and presentation skills
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| Links to GCSE syllabus /AO | GCSE component 1 – Performance & Choreography GCSE component 2 – Hypothetical choreography, critical appreciation of own work, appreciation of professional works.
NC – Speaking and listening (en1) NC GCSE component 2 – Live theatre NC – Speaking and listening (en1) NC – GCSE PE – performance | ||||
