Dance

sandbach high school

General information

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  

Curriculum

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

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

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.

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

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

 

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

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​

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  

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 

https://new-adventures.net/

https://www.rambert.org.uk/

https://www.akramkhancompany.net/

https://www.east-man.be/en/35/Sidi-Larbi-Cherkaoui