Dance
Dance Curriculum Vision
The dance curriculum at EEHS is underpinned by the three key strands of performing, choreographing and appreciating. These strands form the intention behind all planning from year 7 to year 13 and reflect the National Curriculum and specification guidelines at KS4 and KS5. Deep learning lends itself to the implementation of these strands within lessons. It is intended that the dance curriculum is engaging, and offers appropriate challenge for all, fostering artistry in those who have a natural facility for the subject and supporting others to gain a wealth of transferable skills which add to the broad and balanced curriculum available at EEHS.
All students in Year 7, 8 and 9 will participate in Performing Arts lessons (Drama, Dance, Music) with subjects rotating on a half term basis. By the end of KS3, students will have completed 6 schemes of work in each subject. This gives the students the opportunity to gain basic skills and knowledge of each art form.
How do we help our students to ROAR?
Resilient: Dance introduces a completely different style of learning which encourages students to take risks and push themselves outside of their comfort zones. Verbal feedback is provided in abundance which instigates a drive for personal progression and improvement which is part of the nature of dance training at any level.
Open-Minded: Students collaborate on their practical work which fosters an environment of community, respect, and tolerance which is reflective of British Values. Students learn about dance in culture from all over the world and learn to appreciate the thematic intention and emotive qualities that inspire dance work, often challenging perceptions.
Aspirational: In order to support our students in setting goals for themselves (both long and short term) we expose our students to real-life examples of the performing arts. We offer them opportunities to perform, as well as enabling them to participate in workshops led by industry professionals. This enables students to see themselves as part of the creative arts industry and ensures that they are able to see a future in this.
Reflective: Students are supported to reflect upon their progress at regular intervals throughout the key stages. Students use their deep learning skills of analysis and evaluation to review performances. In reviewing their own performances and the performances of others, they utilise their skills of self and peer assessment. Through the use of deep learning and specific, personalised F.I.T (feedback improvement time) we ask students to take a decisive role in their own progress by reflecting upon concise feedback which will extend their learning.
Year 7:
Intent:
At KS2 students have performed dance using basic movement patterns. We start Year 7 building upon this, using practical exploration that succeeds in developing students performing and choreographic skills. Students are introduced to fundamental knowledge and vocabulary throughout.
Implementation:
Year 8:
Intent:
In Year 8 students repeat and revisit key vocabulary, and greater depth is reached by exposing students to more professional works. Students begin to use advanced techniques through performance and choreography.
Implementation:
Year 9:
Intent:
In Year 9 students repeat and revisit key vocabulary and are now extending their knowledge through the use of written-based tasks and exam-style answers. Students explore a wider range of dance styles thinking about their place in the development of dance throughout history. Students develop their choreographic skills through inspiration from a variety of stimuli.
Implementation:
Year 10:
Intent:
Lessons are divided into regular theory and practical slots in order to reflect the components of the GCSE course. Students begin to study the professional works in the dance anthology and develop the ability to critically analyse and evaluate their own work. Alongside this, practical units mirror those completed in year 11 and are embedded with theory learning. There is a high emphasis on feedback and improvement, and students demonstrate collaboration and commitment in extra-curricular rehearsals.
Implementation:
Year 11:
Intent:
In practical lessons and rehearsals students prepare for the practical coursework part of the exam. They perform two prescribed solos (set phrases), a performance in a duo or trio, and create their own piece of choreography based on a set stimulus. Practical work is underpinned by revision of choreographic processes, safe practice, and key vocabulary. The dance anthology is revisited, allowing students to develop established knowledge and analytical skill, as well as giving opportunities to practice the articulation of this with exam rigour.
Implementation:
Year 12:
Intent:
In the first year of A-Level Dance, students will be developing their knowledge and skills in order to make the jump from GCSE to A-Level. Students will be introduced to the compulsory set work and area of study exploring ‘Rooster’ choreographed by Christopher Bruce as well as Rambert Dance Company from 1966-2002. Students will gain an understanding of the importance of how dance is created in context of what is happening in society and throughout history. Within practical based lessons, students will mirror the practical coursework examined in Year 13. Students will participate in technique classes ranging in Ballet and Contemporary, through to American Jazz and Musical Theatre.
Implementation:
Year 13:
Intent:
In the second year of A-Level Dance, students will be introduced to the optional set work and area of study exploring ‘Singin' in the Rain’ choreographed by Stanley Donen and Gene Kelly, as well as American Jazz Dance from 1940-1975. Students will gain an understanding of how this style of dance developed over time as well as the influences it had on the dance world and future choreographers. Within practical based lessons, students will finalise their practical coursework which will be examined in the Spring term. Students will continue to develop their practical ability through a range of technique classes and rehearsals for their final pieces of coursework. Students will then revise all knowledge in preparation for their written examination in the Summer term.
Implementation:
