Dance
sandbach high school
Curriculum Intentions
At Sandbach High School and Sixth Form College Dance provides opportunities for artistic and aesthetic education.
Through experiencing Dance in school students can develop emotionally, refining and enriching the expression of feelings, moods and ideas through the symbolic use of movement.
During lessons and extra-curricular work students take part in activities that improve their Dance ability and also important life skills. These skills include: confidence building, creativity, team work, musicality, physical expression, key vocabulary, memory, evaluation, technical Dance skills, cross-curricular links, healthy lifestyles and cultural awareness.
The focus of our department is to develop students’ interest in Dance and the Arts and to encourage participation in the range of activities on offer. We want to compliment the PE curriculum to encourage active lifestyles through movement based lessons.
A key feature of Dance in education is creativity and we want our students to enjoy exploring a wide variety of outcomes from unusual starting points. The curriculum that we have in place includes a variety of inspirations for learning these include: cross curricular links, multi-cultural awareness, relating to professional Dance work and linking with other art forms.
Curriculum Lead
Mrs K Heywood
Key Stage 3
Curriculum Intentions
At Sandbach High School and Sixth Form College Dance provides opportunities for artistic and aesthetic education.
Through experiencing Dance in school students can develop emotionally, refining and enriching the expression of feelings, moods and ideas through the symbolic use of movement.
During lessons and extra-curricular work students take part in activities that improve their Dance ability and also important life skills. These skills include: confidence building, creativity, team work, musicality, physical expression, key vocabulary, memory, evaluation, technical Dance skills, cross-curricular links, healthy lifestyles and cultural awareness.
The focus of our department is to develop students’ interest in Dance and the Arts and to encourage participation in the range of activities on offer. We want to compliment the PE curriculum to encourage active lifestyles through movement based lessons.
A key feature of Dance in education is creativity and we want our students to enjoy exploring a wide variety of outcomes from unusual starting points. The curriculum that we have in place includes a variety of inspirations for learning these include: cross curricular links, multi-cultural awareness, relating to professional Dance work and linking with other art forms.
Curriculum Intent
Dance at Sandbach High School & Sixth Form College aims to develop creative, imaginative, physical, emotional and intellectual opportunities.
‘The true purpose of arts education is not necessarily to create more professional dancers or artists. It’s to create more complete human beings who are critical thinkers, who have curious minds, who can lead productive lives.’
KS3 Dance aims:
To provide pupils with the opportunity to be creative and physically active through dance
To build on dance skills that develop a range of transferrable skills
To encourage ‘thinking dancers’ through a range of themes and stimuli for dance
To facilitate a broad extra-curricular programme to enhance curriculum time and expand opportunities showcase and lead workshops
Year 6 induction
Indian dance workshop focusing on dance from another culture
Year 7
Baseline/ Virtual reality
Poetry
Still Life at the Penguin café by David Bintley
Year 8
Quote – dynamics
Nutcracker! By Matthew Bourne
Sculptures and Landmarks
All years at KS3 will experience professional dance works, variety in stimuli and cross-curricular links
Transition:
Year 5 Sixth form and dance leaders deliver a Year 9 Swansong by Christopher Bruce
Choreographic workshops
Dance Styles
Separate dance clubs for 7, 8 & 9
The opportunity to perform in school shows and in other venues
Leadership opportunities
G&T Dance opportunities – invites to ‘PROJECT’ group, chance to be in KS4 & 5 choreography pieces
Theatre trips
In Key Stage 3 Dance we follow the Physical Education National Curriculum and have designed our programme of study to complement this.
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239086/SECONDARY_national_curriculum_-_Physical_education.pdf
YEAR 7 DANCE
Term 1 - Introduction to Dance at Sandbach High School & Ingredients of Dance
Dance code of conduct
Health and safety including warm up
Performing a set action sequence
Trying to implement the following skills: Posture, alignment, balance, extension, timing, focus, commitment, concentration
Student will create their own dance actions in choreographic workshops
Starting to create a sequence with a beginning, middle and end
Adding spatial content into choreography
Adding relationship content into choreography
Discussing taught skills and building confidence with new dance vocabulary and terminology
Responding to feedback
Term 2 - Using Poetry to inspire dance
Students volunteer/ are selected to sometimes take the warm up
New action sequences increasing in difficulty
Building on the skills and developing movement memory and confidence
Using words as a stimulus to inspire dance actions, space and relationships
Working in pairs to build team work and solve problems in the choreographic process
Implementing changes from verbal feedback
Sharing feedback with others during group work
Term 3 - Professional dance work: ‘Still Life at the Penguin Café’ by David Bintley
Warm up relating to the professional work
Learning repertoire from a professional work
Again the action sequences are building in difficulty
Using endangered animals as a stimulus to inspire dance actions, space and relationships
Working in bigger groups to build team work and solve problems in the choreographic process
Evaluating own and professional dance
Introduction to dance analysis
YEAR 8 DANCE
Term 1 - ‘Float like a butterfly, sting like a bee’, Using a quote to inspire dance & Dynamics
Dance code of conduct
Health and safety including warm up
Building on action, space and relationship work completed in year 7
Adding dynamic content
Teaching techniques to help students show contrast in dynamics
Focussing on skills such as musicality and projection and in some cases phrasing
Students are encouraged to choreograph longer routines that match a set musical structure and showcase their knowledge of contrast in dynamics
Responding to verbal feedback
Rehearsal to refine and polish
Evaluating the success of their group
Term 2 - Professional dance work: ‘Nutcracker!’ by Matthew Bourne
Students leading own small group warm-ups as part of the project
Learning more complex repertoire that includes contact work and characterisation
All students are dancers plus having a second role
Through working in teams to create a performance inspired by one of the taught workshops students will learn about the different roles within the dance/ creative industry
By students having additional roles this will give students further ownership of their work and allow them to merge dance/ choreography/ design/ collaboration and team work
Students will continue to respond to verbal feedback through corrections and work to refine and polish their pieces to still demonstrate the key skills of action, space, relationships and now dynamics
Dance analysis including: themes, key actions, costume, set design and music
Term 3 - Visual Stimulus, Landmarks and sculptures
More detailed warm-ups that build on physical and technical skills
Learning technically demanding sequences of movement with a focus on transfer of weight and moving fluidly on and off the floor. Continuing to refine their use of contrast in dynamics
Responding to a visual stimulus in an abstract way
Encouraging students to ‘think outside the box’
Implementing a range of action, space, dynamic and relationships into choreographic work – almost becoming second nature to include these now
Responding to verbal feedback instantly to correct physical skills in performance
Commitment to rehearsal and building movement memory
Evaluating the success of their personal ability in dance and those of their group
YEAR 9 DANCE
Term 1 - Professional dance work: Swansong by Christopher Bruce
Dance code of conduct
Health and safety including warm up
Learning repertoire that includes embodying a character through body shape, facial expressions and interactions with others
Choreography following an episodic structure
Using a prop with the choreography – making the prop symbolise different things relating to the theme of human rights and wrongful imprisonment
Choreography using a prop
Responding to instant verbal feedback
Sharing others successes and next steps
Analysing professional works
Term 2 - Choreographic workshops / GCSE taster experiences
GCSE style technical warm-ups
Learning set phrases that are more complex and physically demanding.
Performing as a group demonstrating sensitivity to others
Quick instant ‘think on the feet’ choreographic tasks that respond to a variety of GCSE past stimulus
Using exemplar past GCSE choreography to inspire
Analysing past students works
Term 3 - Dance styles/ Dance from the musicals
Engagement
Learning more complex routines in different styles from industry professionals
Trying to master more complex routines
Choreography in the style of a variety of musicals – matching the lyrics or the musical structure
Analysing musicals
KS3 DANCE Assessment strands
Performance
Physical skills
Posture, Mobility, Alignment, Strength
Balance, Stamina, Co-ordination, Extension
Control, Isolation, Flexibility
Technical skills
Action content: travel, turn, elevation, gesture, stillness, use of different body parts, floor work, transfer of weight
Dynamic content: contrast, speed, energy, force, weight, quality
Spatial content: pathways, levels, directions, size of movement, body shape, formation and stage directions
Relationship content: lead and follow, mirroring, action reaction, accumulation, contact, unison and canon
Timing
Expressive skills
Projection, Focus, Facial expression, Musicality, Sensitivity to other dancers
Mental skills
Movement memory, Concentration, Commitment, Confidence
Choreography
Using a variety of different themes to inspire dance
Action content: Travel, turn, elevation, gesture, stillness, use of different body parts, floor work, transfer of weight
Spatial content: Pathways, levels, directions, size of movement, body shape, formation and stage directions
Dynamic content: Contrast, speed, energy, force, weight, quality
Relationship content: Lead and follow, mirroring, action reaction, accumulation, contact
Choreographic devices: Motif development, repetition, contrast, highlights, climax, manipulation of number, unison and canon
Structure: Beginning/ middle/ end, logical sequence, transitions
Improvisation
Aural setting: Using the chosen music to structure a dance
Link to the music to build contrast and variety
Appreciation
Safe working practices:
Warm up
Appropriate dance wear
Safe execution of movement
Dance for fitness
Talking about dance:
Demonstrate the ability to verbalise performance and choreography skills
Give feedback on:
Their own work
Work of their peers
Professional dance pieces
Exemplar material shared
Respond to feedback
Instantly in the moment
Through practice over time
Key Stage 4
Curriculum Intentions
At Sandbach High School and Sixth Form College Dance provides opportunities for artistic and aesthetic education.
Through experiencing Dance in school students can develop emotionally, refining and enriching the expression of feelings, moods and ideas through the symbolic use of movement.
During lessons and extra-curricular work students take part in activities that improve their Dance ability and also important life skills. These skills include: confidence building, creativity, team work, musicality, physical expression, key vocabulary, memory, evaluation, technical Dance skills, cross-curricular links, healthy lifestyles and cultural awareness.
The focus of our department is to develop students’ interest in Dance and the Arts and to encourage participation in the range of activities on offer. We want to compliment the PE curriculum to encourage active lifestyles through movement based lessons.
A key feature of Dance in education is creativity and we want our students to enjoy exploring a wide variety of outcomes from unusual starting points. The curriculum that we have in place includes a variety of inspirations for learning these include: cross curricular links, multi-cultural awareness, relating to professional Dance work and linking with other art forms.
Curriculum Intent
Dance at Sandbach High School & Sixth Form College aims to develop creative, imaginative, physical, emotional and intellectual opportunities.
‘The true purpose of arts education is not necessarily to create more professional dancers or artists. It’s to create more complete human beings who are critical thinkers, who have curious minds, who can lead productive lives.’
KS4 Dance aims:
To focus 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
To encourage all to develop their creative, physical, emotional and intellectual capacity whatever their previous experience in dance.
To recognise the role of dance in society, culture and young people’s lives – giving them choice in their selection of styles, choreographic ideas and interpretations
Develop students ability to critically appraise their own, others and professionals work
Learn through ‘doing’
Create a clear progression to bridge the gap between GCSE Dance and A-Level study
At KS4 Students learn and develop:
As performers: technique classes, feedback, video analysis, live performances and theatre trips. Encouraging development of physical, technical and expressive performance as well as mental skills in performance and aspects of the process.
As choreographers: provided with a range of stimuli, using imagination, problem solving, creativity and synthesis of ideas.
Learn choreographic forms and devices to implement in work
Encouraged to communicate their ideas, feelings and emotions
Their appreciation of dance through critical reflection to inform practice. Analyse – physical, artistic, aesthetic, and cultural context.
Invitations to ‘PROJECT’ dance group
KS4 Clubs and opportunities
Chance to be in KS4 & 5 choreography pieces
Leadership opportunities – assisting with clubs, helping with transition projects
In addition students at KS5 explore and experience in depth knowledge and understanding of performance, choreography and appreciation of Dance.
They do this though:
Watching and practically learning set works and learning the key characteristics of a vast array of Dance practitioners
Being encouraged to independently research in and around the areas of study to build clear pictures of how dance has evolved over time, how practitioners have influenced the dance scene and the impact there works have created.
Improvising and choreographing inspired by professional works, own in depth research into set themes
Students look at a variety of practitioners that have clear influences from other cultures through their own personal journey
The opportunity to lead on whole school dance projects
Helping in KS3 lessons and running extra-curricular projects
Impact
- Dance is an enjoyable and alternative choice for students of all abilities to maintain physical wellbeing
- Dance can help academic high flyers stand out
- Dance improves confidence and self-esteem
- Dance promotes creativity and problem solving skills
- Dancers have to work as part of a team as well as on their own
- Dance provides an alternative language
Continuing students health and fitness in a variety of ways will always impact positively on their well-being
Those students thinking ahead to further education, apprenticeships and jobs should consider how a GCSE or A Level in dance as well as extra-curricular Dance projects might help them to stand out amongst many applicants. It will give them something a little different to draw on in their application forms or at interviews.
Through the art of choreography, dance students are given the toolkit to develop higher order skills. They are encouraged to develop unique responses that require them to develop independence.
Students will be more employable later in life if they are able to effectively work both on their own as well as of part of a team. The dance curriculum promotes both of these skills with students working closely together on performances, whilst individuals require a great degree of drive, imagination and determination.
As well as contributing to physical wellbeing, dance can also contribute to emotional wellbeing as it provides a means for students to explore and express their feelings about different situations.
Dance in school supports Arts Mark Applications and accreditations and is a tool to promote the school positively at open events and performances
I
Key Stage 4
GCSE Dance Year 10
Dance Appreciation
Becoming a thinking dancer
Learning to transfer studio practice into writing about dance
Explaining the choreographic process
Being introduced to the 6 dance anthology professional works
Performance in a solo
Regular technique sessions
Learning sequences and repertoire from professional works
Building confidence
Performing to camera
Performing in a theatre setting
Performance in a duo/ trio
Developing further knowledge of dance relationships
Learning group routines
Building timing and sensitivity to others
Choreography
Exploring the key ingredients of choreography
Getting inspiration from a variety of themes
Being inspired by other students and professional work
GCSE Dance Year 11
Dance Appreciation
Revising and adding greater depth to the 6 dance anthology professional works
Examination technique
Building knowledge of studio practice and the choreographic process
Performance in a solo
Regular technique sessions and rehearsal
Perfecting two solo set phrases
Performing to camera
Showcasing to others
Performance in a duo/ trio
Learning a set group performance
Regular rehearsals including elements such as fluidity in contact work, expressive skills between dancers, spatial awareness
Performing to camera
Showcasing to others
Choreography
You will receive 5 different themes from AQA
We will research and explore these themes
You will then select one theme, create your own choreography, rehearse it and film it for assessment
GCSE Dance KS4 Assessment
Component 1: Performance and Choreography
What’s assessed:
Performance
Performing to solo set phrases
Performing in a duet or trio
Choreography
Creating and showcasing a solo or group choreography piece
How it’s assessed:
Internally marked and externally moderated
Performance = 30% of the GCSE and 40 marks
Choreography = 30% of the GCSE and 40 marks
Total for component 1: 60% of the GCSE course
This component is non-exam assessment (NEA) marked by the centre and moderated by AQA.
Component 2: Dance Appreciation
What’s assessed:
Knowledge and understanding of choreographic processes and performing skills
Critical appreciation of own work
Critical appreciation of professional works
How it’s assessed:
Written exam that is 1 hour 30 minutes
The questions will be based on students’ own practice in performance and choreography and the GCSE Dance Anthology
Questions will add up to 80 marks
Total for component 2: 40% of the GCSE course
KS5 – A-Level Dance
A-LEVEL DANCE
Component 1
Performance and Choreography 50%
Solo Performance in the style of a practitioner
For this unit you will take part in regular technique classes to build your physical, technical and expressive skills. You will learn a variety of different solo performances in the style of a variety of choreographers such as Matthew Bourne, Akram Khan, Christopher Bruce and Sidi Larbi Cherkaoui
You will then select a solo to perfect ready for assessment
Building knowledge of the choreographic process
Throughout year 12 you will develop your knowledge of more complex choreographic devices. You will explore a variety of themes and we will prepare you to research, improvise, generate imaginative material, select the most appropriate movement for your theme, use motif development, build structures for your dances and refine your work.
Performance in a quartet
In this unit we will also use regular technique sessions to build your confidence when dancing with others; focusing on timing, spatial awareness, contact work and sensitivity to other performers. You will learn and create a variety of group dances. You will then select a group dance in a style of your choice and perfect it ready for assessment
Creating your own group choreography
In year 13 you will receive an examination paper from AQA with 3 possible themes for your choreography. You will then follow the choreographic process learnt in year 12 to build your choreography ready for assessment. You will have to select your own dancers, manage rehearsals and perform to a live audience and visiting examiner
Component 2
Critical Engagement 50%
Set work 1: Rooster by Christopher Bruce
Set work 2: Sutra by Sidi Larbi Cherkaoui
Area of study 1: Rambert Dance Company (formally Ballet Rambert) 1966-2002
Area of study 2: The Independent Contemporary Dance Scene including the choreographers Matthew Bourne and Akram Khan
Key Stage 5
Curriculum Intentions
At Sandbach High School and Sixth Form College Dance provides opportunities for artistic and aesthetic education.
Through experiencing Dance in school students can develop emotionally, refining and enriching the expression of feelings, moods and ideas through the symbolic use of movement.
During lessons and extra-curricular work students take part in activities that improve their Dance ability and also important life skills. These skills include: confidence building, creativity, team work, musicality, physical expression, key vocabulary, memory, evaluation, technical Dance skills, cross-curricular links, healthy lifestyles and cultural awareness.
The focus of our department is to develop students’ interest in Dance and the Arts and to encourage participation in the range of activities on offer. We want to compliment the PE curriculum to encourage active lifestyles through movement based lessons.
A key feature of Dance in education is creativity and we want our students to enjoy exploring a wide variety of outcomes from unusual starting points. The curriculum that we have in place includes a variety of inspirations for learning these include: cross curricular links, multi-cultural awareness, relating to professional Dance work and linking with other art forms.
Curriculum Intent
Dance at Sandbach High School & Sixth Form College aims to develop creative, imaginative, physical, emotional and intellectual opportunities.
‘The true purpose of arts education is not necessarily to create more professional dancers or artists. It’s to create more complete human beings who are critical thinkers, who have curious minds, who can lead productive lives.’
KS5 Dance aims:
To encourage life- long learning and equip students for further education in many forms
Provide opportunities to regularly explore and make connections between theory and practice
Promote critical engagement
Develop deeper analysis, evaluation and interpretation of professional repertoire
For students to reflect on their own and others practice regularly
To foster independence and an intrigue into the wider world of Dance beyond the curriculum
For a ‘holistic approach’ to study, marrying practical and theory
Implementation
The Dance curriculum focuses on the importance of physical movement, expression and creating new Dance. From ‘doing’ Dance practically; analysis, interpretation and evaluation evolves naturally within each lesson or activity.
KS5 – A-Level Dance
A-LEVEL DANCE
Component 1
Performance and Choreography 50%
Solo Performance in the style of a practitioner
For this unit you will take part in regular technique classes to build your physical, technical and expressive skills. You will learn a variety of different solo performances in the style of a variety of choreographers such as Matthew Bourne, Akram Khan, Christopher Bruce and Sidi Larbi Cherkaoui
You will then select a solo to perfect ready for assessment
Building knowledge of the choreographic process
Throughout year 12 you will develop your knowledge of more complex choreographic devices. You will explore a variety of themes and we will prepare you to research, improvise, generate imaginative material, select the most appropriate movement for your theme, use motif development, build structures for your dances and refine your work.
Performance in a quartet
In this unit we will also use regular technique sessions to build your confidence when dancing with others; focusing on timing, spatial awareness, contact work and sensitivity to other performers. You will learn and create a variety of group dances. You will then select a group dance in a style of your choice and perfect it ready for assessment
Creating your own group choreography
In year 13 you will receive an examination paper from AQA with 3 possible themes for your choreography. You will then follow the choreographic process learnt in year 12 to build your choreography ready for assessment. You will have to select your own dancers, manage rehearsals and perform to a live audience and visiting examiner
Component 2
Critical Engagement 50%
Set work 1: Rooster by Christopher Bruce
Set work 2: Sutra by Sidi Larbi Cherkaoui
Area of study 1: Rambert Dance Company (formally Ballet Rambert) 1966-2002
Area of study 2: The Independent Contemporary Dance Scene including the choreographers Matthew Bourne and Akram Khan
A-Level Dance KS5 Assessment
Component 1: Performance and Choreography
What’s assessed:
Solo performance linked to a specific practitioner within an area of study
Performance in a quartet
Group Choreography
How it’s assessed:
Practical exam
80 marks
Total for component 1: 50% of the A-Level
This component is non-exam assessment (NEA) marked by a visiting examiner from AQA
Component 2: Critical engagement
What’s assessed:
Knowledge, understanding and critical appreciation of two set works
One compulsory set work within the compulsory area of study
One optional set work within the corresponding area of study, from a choice of four
How it’s assessed:
Written exam that is 2 hour 30 minutes
Questions will add up to 100 marks
Total for component 2: 50% of the A-Level course
Further information can be found on the Sandbach College course webpage.
Qualifications
In year 9 students can select to continue Dance by opting for the GCSE course that will commence in year 10 . We follow the AQA Specification for Dance
https://www.aqa.org.uk/subjects/dance/gcse/dance-8236
In year 11 students can opt to take Dance as an A-Level subject . Again we follow the AQA Specification for Dance
https://www.aqa.org.uk/subjects/dance/a-level/dance-7237
Wider Curriculum
Shows
Each year we put on shows in school and perform at local theatre venues such as the Regent Theatre Stoke-on-Trent, the Crewe Lyceum and the Lowry in Salford.
Theatre visits
We organise theatre trips to see professional dance, sometimes relating to the GCSE or A-Level courses and also for enrichment for all years
Workshops
We have dance artists that come into school to deliver workshops and we also take opportunities to go to workshops at other venues
Useful Links
How can you support your child with KS3 DANCE
1. Naming and kit organisation
2. Discuss healthy lifestyle and the importance of regular exercise at home
3. Encourage creativity ‘can you make up a dance on………’
4. Awareness of professional dance works
5. Take a visit to watch dance at the theatre or watch at home
How can you support your child with their GCSE Dance?
• Support your child to regularly practice dance technique
• Make sure your child is organised with dance kit, planning rehearsals and attending practice
• Discuss creative ideas relating to dance choreography for example ‘How would you create a dance based on the ideas in this film we are watching?’
• Encourage your child to keep a dance diary/ journal/ scrapbook to document ideas for choreography
• Watch professional dance together, either on the television or at the theatre. Talk about how you interpreted things such as the themes, movements, set design, costume, music and lighting.
Use the following links to access resources to assist with theory work
https://www.aqa.org.uk/subjects/dance/gcse/dance-8236
How can you support your child with their A-Level Dance?
• Support your child to regularly practice dance technique at a high level
• Encourage independent organisation of dance kit, planning rehearsals and attending practice
• Discuss creative ideas relating to dance choreography for example ‘How would you create a group dance based on this sculpture?’
• Students should keep a dance diary/ journal/ scrapbook to document ideas for choreography – ask them to share their creative ideas
• Watch professional dance together, either on the television or at the theatre. Talk about the choreographer's intentions, the different styles of dance, the use of design and also the musical accompaniment
Use the following links to access resources to assist with theory work
https://www.aqa.org.uk/subjects/dance/as-and-a-level/dance-7237
Additional Links