Dance

Autumn  

Spring  

Summer  

Year 7  

Developing style and rhythm 

It is important that students get to understand the building bricks of dance. Students will explore these through theory and practical tasks to show creativity and confidence through different dance styles. 

 Introduction to partner work & choreography 

This unit encourages students to develop their own choreography skills.  They will work with a partner to develop relationships in dance.  This unit is taught through practical tasks and evaluation of performances 

Control and co-ordination 

This unit encourages students to develop control and coordination.  This unit is taught through practical tasks and evaluation of performances 

Year 8  

Cultural Dance 

This unit opens students up to world dance and focuses on cultural capital. Students are encouraged to develop stylistic features in their dance.   

 Fit to Dance 

It is important that students understand the physical requirements for a dancer.  This unit focuses on developing knowledge about the different physical attributes required for different dance styles.  Students test their own fitness using a variety of different exercises and complete activities to improve targeted areas. 

ASDR An introduction 

This unit introduces students to Action, Space, Dynamics and Relationships and builds on their choreography skills.  Students increase their knowledge about ASDR through practical tasks and apply this to creating dances. 

Year 9  

Dancing through the Decades 

This unit looks at how dance styles have changed throughout the decades and the cultural influences.  Students study each decade looking specifically at the main style of dance within that decade eg 1950s – Rock ‘n’ Roll.  They learn practical skills within the style and a routine combining these skills.  They go on to choreograph their own part of a dance or longer sequences within each style. 

Dance in Music Videos

During this unit, students will learn about dance within music videos. It allows students to witness performances they may not get the opportunity to outside of school. Studying music videos allows students to broaden their knowledge of dance styles previously studied. 

Students use their newly-acquired choreography skills to create themed work.  Students also apply technical and physical dance techniques. 

  ASDR Advanced 

This unit builds on the skills developed in Year 8.  Students look at how different choreographers use ASDR in their work and create dances using these techniques. 

Year 10  

Component 2 - Developing skills and techniques.

The aim of this unit is to develop performing skills and techniques. Students have the opportunity to take part in workshops and classes where they will develop technical, practical and interpretative skills through the rehearsal and performance process. Students work from existing performing arts repertoire, applying relevant skills and techniques to reproduce performance  elements of the work. Throughout they will review their own progress and consider how to make improvements. Developing performance skills and techniques will enable students to consider their aptitude and enjoyment for performing arts, helping to make informed decisions about what you study in the future. This unit is internally assessed and externally moderated.

Component 1 - Exploring the Performing Arts

To develop in the performing arts students need a broad understanding of performance work and influences. This component prepares students to understand the requirements of being a performer and designer (in lighting, props, costume, set, makeup or sound) across at least three performances and performance styles. Students will develop a practical understanding of how performing arts work is created. It will look at elements such as roles, responsibilities and the application of relevant skills and techniques and explore practically the work of different professionals to develop an appreciation of the methods they use to explore a theme and communicate to audiences through their work. This component will broaden knowledge through observing existing repertoire and by learning about professionals’ approaches and how they create and influence performance material. This component will give an understanding of professional performing arts work and the processes and practices that contribute to the creation of a range of performance styles. It aims to develop transferable skills, such as research and communication, which will support progression to Level 2 or 3 vocational or academic qualifications.  This will be a mock component which will be internally assessed but not externally moderated.

Component 3 - Responding to a Brief

The aim of this component is to give students the opportunity to work as part of a group to contribute to a workshop performance as a performer in response to a brief and stimulus. Students will be given a brief that outlines the performance requirements and asks them to consider the target audience and to start the creative process by using the stimulus included in the brief. Working as part of a group, students will develop ideas for a workshop performance and apply skills and techniques to communicate their creative intentions to the audience. The performance skills will vary depending on features such as the selected performance discipline and the content of the work, the venue and target audience. The work may involve improvisation, vocal work, movement techniques or assisting with audience involvement. The group performance may involve some solo or small-group work or it may be an ensemble piece. Students will have the opportunity to inform the performance using existing or newly developed skills in performing or designing and adapting them to suit the performance.  This will be a mock component which will be internally assessed but not externally moderated.

Year 11  

Component 2 - Developing skills and techniques.

The aim of this unit is to develop performing skills and techniques. Students have the opportunity to take part in workshops and classes where they will develop technical, practical and interpretative skills through the rehearsal and performance process. Students work from existing performing arts repertoire, applying relevant skills and techniques to reproduce performance  elements of the work. Throughout they will review their own progress and consider how to make improvements. Developing performance skills and techniques will enable students to consider their aptitude and enjoyment for performing arts, helping to make informed decisions about what you study in the future. This unit is internally assessed and externally moderated.

Component 3 - Responding to a Brief

The aim of this component is to give students the opportunity to work as part of a group to contribute to a workshop performance as a performer in response to a brief and stimulus. Students will be given a brief that outlines the performance requirements and asks them to consider the target audience and to start the creative process by using the stimulus included in the brief. Working as part of a group, students will develop ideas for a workshop performance and apply skills and techniques to communicate their creative intentions to the audience. The performance skills will vary depending on features such as the selected performance discipline and the content of the work, the venue and target audience. The work may involve improvisation, vocal work, movement techniques or assisting with audience involvement. The group performance may involve some solo or small-group work or it may be an ensemble piece. Students will have the opportunity to inform the performance using existing or newly developed skills in performing or designing and adapting them to suit the performance.  This component is externally assessed.