Year 9 Excitement
Year 9 is a foundation year, a year that culminates previous leaning in KS3 but challenges thinking further through the introduction of new knowledge and skills. Exploration is still a motivational force in Year 9 but there is a more structured approach to facilitate learning. Year 9 learners are students that have chosen to participate, they are willing learners eager for new and varied experiences. A balance of exploration and excitement are clearly weighed out with a methodical approach to ensure that the students are ready to meet the expectations of the GCSE fundamentals. Students are inspired and knowledge continues to grow.
Term One Recall Key Terminology from Year 7 and 8. Introduce key terminology from expressive, technical, physical and mental skills. Recall choreography tasks and revisit performance. Workshop based lessons to continue the exploration of Motif, Music/Dance Relationship/Chance and Devices. Revisit the same professional work from Year 8 to work towards a performance piece and build knowledge of this style. Technique/warm up is now a prominent focus.
Term Two Technique continues to be a key focus. Continued investigation of the professional work introducing analysis skills and appreciation. Expressive, technical, physical and mental skills are assessed. Independent work on a group performance piece is encouraged using skills developed in Year 7 and 8.
Term Three Choreography skills are developed and reinforced, students select a stimulus that inspires them and they recall skills using stimulus from Year 8. A new professional work is selected to study looking at key components of appreciation and students start to study and analyse this.
Term Four Performance skills continue to be developed in a group performance task based on movement ideas from a professional work.
Term Five Solo Choreography task is introduced to continue to develop individual knowledge of using a stimulus and the basic choreography processes.
Term Six –Introduce Set Solo Work looking specifically at improvement of physical and expressive skills
Assessment is termly for Year 9 and consistent in the following way:
- Students are filmed performing
- Written teacher feedback
- Students watch their own performance
- Written self-reflection and peer assessment in provided booklet
- Continuous verbal/video feedback for practical work
Year 10 GCSE Dance Expertise
Course Aims: The course seeks to develop:
- Understanding and appreciation of a number of dance styles
- Knowledge, skills and understanding needed to perform, choreograph and appreciate dance
- Life skills and attributes including decision making, critical and creative thinking and the ability to co-operate with others
Assessment Objectives: Demonstrate knowledge and understanding of:
- Dance Appreciation
- Technical and Expressive skills
- Performance skills
- Evaluating and Improving Performance/Choreography
- Assessment: The course consists of 60% practical units in performance and choreography.
- Performance Students are required to perform a set phrase in a solo and the development of the phrase in a duet or trio, which is worth 30% of their final grade.
- Choreography Students must choreograph a solo or group dance which is worth 30%.
- Dance appreciation A theory unit which is worth 40%. Students critically appreciate their own work as well as professional pieces. Knowledge and understanding of the choreographic processes and performing skills will be assessed.
Year 10 Dance will encourage the students to continue their learning journey by gaining further knowledge, building enthusiasm and an appreciation for the subject. Self-reflection and identifying new skills in performance and choreography will continue to be a focus.
Regular Techniques classes will develop physical abilities and improve movement memory. Theory lessons are weekly and students begin to explore and analyse six professional works on the AQA anthology list.
The GCSE Dance Anthology
The GCSE Dance Anthology underpins learning across each of the three core areas.
The anthology’s mix of artistic, cultural and aesthetically diverse works, has been selected to broaden students’ knowledge and understanding of the wide range of dance choreographed and performed in the United Kingdom today. The anthology consists of six short professional dance works each between 12 and 30 minutes duration. There is a filmed interview with the choreographer or company associate, which explores the choreographic approach of the choreographer and the defining characteristics of each work. Students must study all six works.
Together the six works include:
- different dance styles and fusions of style
- a selection of established and emerging choreographers
- different numbers and combinations of dancers
- a variety of choreographic approaches
- different choreographic structures
- a variety of types of performance environment
- a variety of aural settings
- inclusive dance
- dance influenced by other cultures.
All students taking GCSE dance are expected to:
- Work in small groups in a positive and collaborative manner
- Take part in all the practical activities, tasks and explorative workshops with interest and enthusiasm
- Try out new dance techniques and strategies enabling students to stretch and challenge themselves
- Attend all lessons with a positive attitude and a willingness to participate
- Perform solo/group work in front of class peers in a positive and safe working environment
- Have the correct kit for every lesson
- Meet all homework deadlines and arrange extra-curricular rehearsals when required
Assessments in year 10 cover practical work in the following:
- Set solo mocks-Breathe and Flux
- Group performance duets/trio
- Dance Appreciation written paper
Year 11 GCSE Dance Expertise
Year 11 consolidates the learning in Year 10 as the students develop their expertise in this subject. The focus is on encouraging the students to build on their skills and demonstrate a high level of knowledge that they can apply to both practical tasks and theoretical analysis. There is a continued practical focus on ensuring student choreography skills are continuing to develop, are creative and meet the criteria for exam. Performance in a group is rehearsed to allow for a confident demonstration of expressive and technical skills.
The students’ dance appreciation and analytical ability is fostered as they gain further insight into the six professional dance works (anthology) that continue to be investigated both practically and theoretically. Study of these works is designed to inspire students to develop their own performance, creative and choreographic practice, at the same time as the knowledge, understanding and analytical skills required for critical appreciation.
Assessments in Year 11 cover practical work in the following components:
Set Solo Mocks Breathe and Flux 15%
Students must learn how to perform as a solo dancer for approximately one minute.
Assessment of the solo performance will focus on the student’s ability to demonstrate application of:
- physical skills and attributes safely during performance
- technical skills accurately and safely during performance
- expressive skills
- mental skills and attributes during performance.
Students must learn how to respond creatively to an externally set stimulus, to choreograph their own complete dance. The dance created must be either:
- a solo dance of a minimum of two minutes and a maximum of two and a half minutes
- a group dance of a minimum of three minutes and a maximum of three and a half minutes for two to five dancers.
- includes a chosen aural setting
- can be in any style or style fusion(s) (as long as it meets the assessment criteria)
- communicates their own chosen choreographic intention.
The student is not required to perform in their choreographed dance but may do so if they wish.
Group performance duets/trio 20%
Students must learn how to perform as part of a duet/trio dance. Each student must perform for a minimum of three minutes in a dance which is a maximum of five minutes in duration.
The duet/trio dance may be choreographed by teacher(s), dance artist(s) or by collaboration between teacher(s) and/or dance artist(s) and students.
The duet/trio performance must have a clearly identified choreographic intent, which relates to mood(s), meaning(s), idea(s), theme(s) and/or style/style fusion(s) or a combination of these.
Dance Appreciation written paper 40%
- Knowledge and understanding of choreographic processes and performing skills
- Critical appreciation of own work
- Critical appreciation of professional works