Dance Department Curriculum Map

 

Intent

The Dance department is a stimulating and creative environment. Our diverse and challenging curriculum enables students develop their creativity, communication, team-work and problem solving skills. The study of dance also helps students to build up their confidence and self-esteem to excel in their future lives. The academic study dance is also embedded in the content of lessons, with independent study and regular assessment to consolidate. Throughout Key Stages 3, 4 and 5 a range of dance styles, practitioners and professional works are explored and appreciated with both a practical and theoretical approach. To support the practical elements of the curriculum, students research, analyse and evaluate aspects of dance through written booklets, projects, coursework and homework. Our vision is that every student will discover her individual talents, whilst developing technical skills and a creative mind-set.

The Curriculum aims to achieve fitness, teamwork, creativity, choreography and performance skills. This is delivered through a variety of styles of performance from Street, Contemporary, Jazz, Partner dance and dance from around the world. Dance promotes discipline and patience from the learning, rehearsal and performance process. Key skills in Dance are: Performance skills, choreography, appreciation and analysis of performance.

PLEASE NOTE: All practical work that students partake in will adhere to social distancing guidelines from the government, with students not physically touching one another. They will be encouraged to think creatively about how they can develop character relationships using the space and levels, rather than touch and contact.

Implementation    
Term 1 2 3 4 5 6
Year 7 Creating movement

 

Students are introduced to the fundamental principles of dance through the exploration of safe practise in the dance studio and the 5 fundamental dance actions.

Jump, turn, gesture, travel, and stillness.

 

They will develop an understanding of keywords and terminology within dance and practice using this in both group work and as an evaluative tool.

They will perform a short sequence using all 5 actions and a range of dynamic and spatial elements.

 

 

Dancing Through the Ages

 

Students build on the knowledge gained on the principals of dance in the first scheme of work, and are introduced to the different styles of dance through the ages.

 

Students will learn the history of dance from the 1940s – current and identify how dance has developed through the ages. Through the exploration of a range of actions, dynamics, relationships, and spatial elements students will enhance their understanding of how to develop choreography. Students will learn keywords and terminology from the styles explored: swing, jazz, disco and breakdance. They will work in groups to create a piece of choreography using dances of the ages as a stimulus as well as evaluate their progress and their final performance.

Musical Theatre

 

The style of Musical Theatre is introduced at this stage to provide students the opportunity to add further challenge to their study of dancing, by exploring a contrasting style.

 

Students will explore the musical `Hairspray`. They will understand what the key features of a musical are whilst learning a phrase of dance from the musical. Students will identify key themes portrayed in the musical as well as exploring how to create choreography in response to those themes. They will gain an understanding of how to develop choreography through using a range of choreographic devices. They will identify expressive skills and will be able to apply these skills into their performance.

 

Around the world

 

Students have gained confidence in performing on stage from the work done in the previous terms and so are introduced to the different styles of dance from around the world.

 

Students will learn key signature movements from different styles of dance and choreograph their own pieces inspired by those dance styles.  Students will develop an understanding of performance skills and interpretive skills and evaluate their uses of these.

 

Convent of Jesus and Mary Arts Festival

 

Building on the cultural theme in the previous scheme, students will explore their own culture and dances within it. They will gather performance and choreographic skills they have learned from previous terms to help learn and develop a contemporary sequence, which will be performed during this term. Only the best performances will be chosen to perform at the London Borough of Culture 2020, which takes place in Brent.

 

An introduction to Contemporary dance.

Students will identify what a stimulus is and explore the two motifs from Artificial Things inspired by a stimulus. Students will work in groups to choose their own stimulus and create movement in response to it. They will explore a range of performance, technical and expressive skills and apply them into their performance.

Students will learn keywords and terminology and will practice these in both group work and as an evaluative tool.

 

Creating choreography

 

This unit continues the theme of choreographic development and will culminate in students completing their year exploring a variety of stimuli which will then be performed.

 

 

Students learn about actions, space, and

dynamics

through different

motifs. They will understand how a theme and different emotions used can create a piece of dance. They demonstrate

understanding of this by choreographing

a short routine to perform.

 

Year 8 Emancipation of Expressionism

 

This unit of work begins year 8 as it focuses on the physical and performance skills needed to develop performance work, which will be built on later on in the year.

 

An introduction to street dance. Students will learn key signature movements from

different styles, as well as learning a

section of Emancipation of Expressionism.

 

 

African Dance

 

The main focus of this unit is to develop rhythmic understanding. The skills and discipline explored in Creating Movement will enhance the discipline and standard of practical work that is produced.

 

Students will explore actions, gestures, rhythms and travelling patterns that suit the style. They will respond physically to a range of stimuli, particularly musical accompaniment.  They will explore expressive skills and develop an understanding of how to apply expressive skills into their performance.

 

 

Musical Theatre

 

In this term, students will revisit Musical Theatre of a different style of dance to develop a deeper understanding of performance and expressive skills used within the genre.

 

Students will explore the musical ` Lion King`. They will understand what the key features of a musical are whilst learning a phrase of dance from the musical. Students will identify key themes portrayed in the musical as well as exploring how to create choreography in response to those themes. They will gain an understanding of developing choreography through using a range of choreographic devices. They will identify expressive skills and will apply to a performance.

 

Capoeira

 

At this point in the year, students have explored heavily on musical accompaniment and will now change the course slightly to study the discipline of Capoeira.

Students will learn key signature movements from Capoeira and develop an understanding of action/reaction with a partner. They will continue to develop dynamics through weight and speed. Students will explore the use of levels, directions, pathways, and shape.

 

 

 

 

.

A Linha Curva

 

During this unit, students will be reintroduced to Contemporary dance and gather performance and choreographic skills they have learned from previous terms to help learn and develop a contemporary sequence, which will be performed during this term. Only the best performances will be chosen to perform at the London Borough of Culture 2020, which takes place in Brent.

 

An introduction to Contemporary dance.

Students will identify what a stimulus is and explore the motifs from A Linha Curva inspired by a stimulus. Students will work in groups to choose their own stimulus and create movement in response to it. They will explore a range of performance, technical and expressive skills and apply them into their performance.

Students will learn keywords and terminology and will practice these in both group work and as an evaluative tool.

Creating choreography using a stimulus

 

This unit revisits the theme of choreographic development which is strongly featured in the GCSE Dance specification. The students will complete their year exploring a variety of stimuli’s which will then be performed at the end of term.

 

Students will take inspiration from a professional dance work focusing on interpretive and performance skills and create their own choreography.

Emphasises levels, stage presence, stage directions, audience, actions, dynamics, levels, stylistic features.

Year 9 1 and 2 3 3 3 3
  Skills and Key Practitioner Workshops

 

At the start of the GCSE course it is important to take knowledge of techniques and practitioners explored in Key Stage 3 such as Kenrick Sandy and Itzik Galili, and to deepen this knowledge and embed rehearsal practices.

 

Students will develop their knowledge and understanding of the requirements for the GCSE specification in dance through both theoretical and practical study.

 

Students will be introduced to the theories and working methodologies of key practitioners during a series of workshops. They will develop their choreographic skills by completing a set of choreography tasks using one of the professional works as inspiration, as well as developing a critical appreciation of the work. They will explore the safety working practices whilst taking part in these workshops.  They will develop an understanding of keywords and terminology to appreciate, describe and evaluate the movement content, set design, lighting, costume, accompaniment, and features of dance.  Their work in this term will enable them to develop an understanding of the GCSE grading criteria.

 

They will also participate in technique classes to develop their performance skills, interpretive and expressive skills.

 

GCSE Dance

Component 2:

Dance Appreciation

 

During the first half of this unit, students will develop a familiarity with the GCSE specification and exam units. This is introduced now as the workshops prepare students for the content and practitioners explored in the component.

 

Students will learn six different anthologies over the course of year 9, 10 and 11.

The anthologies they will learn will be `Emancipation of Expressionism` by Kenrick H20 Sandy MBE and Artificial Things by Lucy Bennett. They will be introduced to the `action, space, dynamics` (ASDR) of the piece and develop an understanding of the choreographic intentions. They will learn the key motifs from the professional work and develop the choreography through motif development. Students will revisit the choreographic terminology that they learnt in the first term, as well as improving their pract8ical technique.

 

They will explore features of production focusing on costume and aural setting. This will lead to them designing or creating their own costume for the group dance which they will undertake in Year 10.

 

Alongside their practical skills-based development they will take part in a mock written exam, exploring indicative content and past paper examples.

 

GCSE Dance

Component 2:

Dance Appreciation

Mock Exam

 

 

At this point in the year, students will continue to explore the specification and a second set piece. Students will have the opportunity to immerse themselves in the study of dance in this mini mock unit.

 

Students will continue to learn the two anthologies `Emancipation of Expressionism` and `Artificial Things` and explore features of production focusing on costume and aural setting. This will lead to them designing or creating their own costume for the group dance which they will undertake in Year 10.

 

Alongside their practical skills-based development they will take part in a mock written exam, exploring indicative content and past paper examples.

 

GCSE Dance

Component 1:

Performance

Mock Exam

 

During this unit students will develop their technical skills such as strength and flexibility, while executing the movements safely and accurately. They will also explore expressive skills, such as focus and projection to gain an understanding of how performers entice their audience.

 

As one of the requirements for the GCSE specification, students are required to learn two set solos.

 

Students will learn the AQA Set Phrase `Breathe` and develop physical, expressive, and technical skills. They will focus on applying and improving technique and evaluating their progress during rehearsals. Alongside this they will cultivate their understanding of the written aspects of this component, with regular written tasks, research tasks and evaluative work set in lessons and for homework.

 

Component 2:

Dance Appreciation

Mock Exam

 

 

This component of the exam is revisited in order to continue to develop critical appreciation of dance through the continued study of the set professional works.

 

During this term, students will learn the professional work `A Linha Curva` by Itzik Galili. Students will revisit keywords and terminology from the previous two terms as well as continue to develop their choreography through motif development. Students will gain an understanding of how to create choreography using a stimulus. They will continue to explore features of production focusing on costume, aural setting, lighting and set design.

Year 10 1 2 3 4 5 6
  Skills and Key Practitioner Workshops

 

Students will be reintroduced to the theories and working methodologies of key practitioners covered in year 9 during a series of workshops.

They will explore the safety working practices whilst taking part in these workshops.  They will develop an understanding of keywords and terminology to appreciate, describe and evaluate the movement content, set design, lighting, costume, accompaniment, and features of dance.  Their work in this term will enable them to develop an understanding of the GCSE grading criteria.

 

They will also participate in technique classes to develop their performance skills, interpretive and expressive skills.

 

Component 1

Performance

 

During this unit, students will continue to learn the set solos from the AQA Dance specification. They will continue to develop their technical and expressive skills.

 

Students will learn the AQA Set Phrase `Shift` and develop physical, expressive, and technical skills. They will focus on applying and improving technique and evaluating their progress during rehearsals. Alongside this they will cultivate their understanding of the written aspects of this component, with regular written tasks, research tasks and evaluative work set in lessons and for homework.

 

GCSE Dance Component 2:Dance Appreciation

This component is introduced at this point to revisit the work done in Year 9 and develop analysis of the pieces. In this unit, students will continue to learn the six anthologies they started to learn in year 9.

The anthologies they will learn will be `Infra` by Wayne McGregor and `Within Her Eyes` by James Cousins. They will be introduced to the `action, space, dynamics` (ASDR) to the piece and understand the choreographic intention this has on the piece. They will learn the key motifs from the professional work and develop the choreography using different choreographic devices. They will explore motif develop and choreographic terms as well as improving technique and broadening their vocabulary. They will explore features of production focusing on costume and aural setting. This will lead to them designing or creating their own costume for the group dance.

 

GCSE Dance

Component 1:

Performance

Mini Mock Unit

 

During this unit, students will revisit the AQA set solos `Breathe` and `Shift` working on developing their technical, performance and expressive skills. They will perform both set solos as part of a mini mock unit at the end of term ready for submitting at the end of the year.

 

Students will continue to evaluate their performance through self and peer feedback as well as answering mock style exam questions regarding their performance.

 

GCSE Dance

Component 1:

Performance

 

The aim of this unit is to provide the students with the confidence and performance skills to submit their performance of the set dance.

 

During this unit, students will revisit both AQA set solos `Breathe` and `Shift`. They will continue to develop their understanding of technical, performance and expressive skills by submitting their performance of the set dance.

 

Students will continue to evaluate their performance through self and peer feedback as well as answering mock style exam questions regarding their performance.

 

GCSE Dance

Component 1:

Performance

Duet/Trio

 

During this unit, students are required by the AQA Dance board to learn how to perform a dance as part of a duet/trio.

 

Students will explore choreographing a dance responding to a stimulus and identifying clear choreographic intention. They will explore the action, dynamic and spatial elements of the two set phrases from the choice of four set by AQA as well as exploring motif development. Students will continue to develop physical, technical, expressive, and mental skills.

 

 

Impact

Progress is measured in Key Stage 3 mainly through student’s practical development. Students work both individually and groups to perform taught routines, their own choreography and development techniques in various styles. The impact the dance curriculum has is important in their social development. This curriculum allows students to explore a form of self-expression and imaginative physicalistion which is key for their development. The dance curriculum affords students the opportunity to explore different social, historical and cultural dances. It provides a platform for students to communicate in groups and to be creative when developing work. They develop leadership skills and team working skills to achieve a common goal. They develop confidence in themselves and their performance skills. All of these vital skills are transferrable into other aspects of life and are a valuable part of self-development and growth.

 

The assessment focus is still on skills learnt, developed and mastered. When planning the schemes of learning it is essential to combine and develop performance, choreography and analysis skills.  Assessment at the end of each module will be used to inform the planning of the next modules.  At GCSE rigorous tracking is used to complete the course and to ensure students are achieving the highest grade possible and,

where needed, targeted intervention is implemented.

 

Students attend the dance clubs. They perform in the dance showcase and the school production. Students regularly rehearse during open studio time at lunch time and after school. 

Written feedback is meaningful and developmental, with regular and detailed dialogue.  Verbal feedback is praise and critique on uses of techniques, evaluative skills and developing analytical skills.