Dance
Intent
The Stanley High School Dance Department aims to develop the physical, social and emotional well-being of our students by providing an engaging and challenging curriculum that enables students to become successful and curious learners, resilient individuals and responsible and healthy citizens. We aim to aim to inspire creativity, imagination and inquiring minds, ensuring that our students are equipped for both a further education and other aspects of life. As a department, we aim to offer excellent opportunities to develop a healthy life-long love of physical activity and to develop a first-class teaching and learning environment, alongside creating opportunities for students to perform to a variety of audiences.
Implementation
Initially, dance is included within Physical Education lessons at Key Stage Three. Moving into year 10, students can choose to study GCSE Dance as an option.
GCSE Dance focuses on the aesthetic and artistic qualities of dance and the symbolic use of movement to express and communicate ideas and concepts through the interrelated processes of performance, choreography and appreciation. Students will study a range of dance styles which acknowledge aspects of the repertoire of dance that can be seen in the United Kingdom today.
We follow the AQA GCSE Dance specification.
The course is broken down into 2 sections:
Component 1 Performance and Choreography (60% of the final Grade)
Performance (30% of the final GCSE Grade)
Set phrases through a solo performance (approximately one minute in duration) – set by the exam board
Duet/trio performance (three minutes in a dance which is a maximum of five minutes in duration)
Choreography (30% of the final GCSE Grade)
Solo choreography – a solo (two to two-and-a-half minutes)
Component 2 Dance Appreciation (40% of the final Grade)
Questions are based on students’ own practice in performance and choreography and the GCSE Dance anthology. They will be tested on the following:
- Knowledge and understanding of choreographic processes and performing skills
- Critical appreciation of own work
- Critical appreciation of professional works
Impact
Student progress is monitored through both formative and summative assessments. Formal summative assessments in at least one of the key skill areas used within GCSE Dance (physical, mental, expressive and technical) at the end of every term. In Year 10, from a theoretical perspective, students will cover the skills needed to answer sections A and B of the theory paper alongside segments of section C. In Year 11, to ensure that they are well prepared for the written element of this course students will focus on exam and revision techniques after completing section C.
Assessment for Learning techniques are a regular feature of Dance lessons. A variety of techniques are used to ensure feedback comes from a variety of sources; these include peer assessment, self-assessment and video analysis. Students link these assessments back to our Progress Grids to check for understanding and retention.
Enrichment/Extra-curricular
Our extra-curricular programme allows students to opportunity to take on a variety of roles; performer, choreographer, director, stage designer, hair and make up artist, lighting technician. Dance rehearsals are held weekly for a variety of performance opportunities throughout the year (Wally Cain, Dance Shows, Christmas Concerts, School Musicals etc).
Suggested Post-16 Pathways
Dance prepares students for a range of careers in the performing arts industry as well as giving students the skills and knowledge needed to continue with further training, further education or for employment within the performing arts sector.
Students can continue to study Dance at A Level, BTEC and T Level. Runshaw Colleges also offers a strong option with its ‘Professional Performance Programme’. Whilst LIPA and RARE in Liverpool offer the option of post-16 study which solely focuses on the Performing Arts. Studying Dance post-16 can also be beneficial when applying for a range of other courses at university – demonstrating fitness, teamwork, confidence and creativity (to name a few).
Although we could argue that the associated skills with Dance including increased confidence, self-esteem, collaborative and communication skills are a requirement for any role in the future, there are several subject-specific roles available in the creative industries, as follows, and this list is growing every year:
- Dance Teacher
- Performer
- Cruise Ship Work
- Community Arts Worker
- Movement Therapist
- Runner – theatre/broadcasting/film/video
- Director
- Stage/Production manager
- Arts Management/Administration
- Choreographer
- Further Education Teacher
- Secondary School Teacher
- Talent Agent
- Television Floor Manager
- Theatre Manager
- Media Researcher