Dance Department - Curriculum Map
20708_8236-C_0900_EmmeYatesPROGRAMMENOTE.mp4
Year 7 - Assessment Objectives
| Term 1 - AP1 Style - Street Dance Students study, explore and perform the stylistic work of Boy Blue Entertainment. Professional work study: Emancipation of Expressionism (AQA) | Term 2 Genre - Musical Theatre Students study, explore and perform the musical theatre style using the stimulus and study of West Side Story. English Focus: Modern Context R&J Professional work study: West Side Story/Jerome Robbins | Term 3 - AP2 African Dance - Culture Students study, explore and perform the African Dance linked with the study of Alvin Ailey Professional work study:Alvin Ailey |
Year 8 - Assessment Objectives
| Term 1 AP1 Style - Physical Theatre Students study, explore and perform work inspired by a professional physical theatre company - Frantic Assembly. Stimulus is linked to the two Shakespearean opposing families - Montagues and Capulets. English Focus: Romeo and Juliet by William Shakespeare. Professional work study - Frantic Assembly | Term 2 Mission Dance - Chance Dance Students study, explore and create work based upon a range of choreographic processes.Students use CHANCE to determine a range of physical and choreographic elements. Choreographic process focus | Term 3 - AP2 Capoeira - Culture Students study, explore and perform the Brazilian Dance style Capoeira linked with knowledge and understanding of The Slave Trade. History Focus - African Slave Trade |
Year 9 - Assessment Objectives
| Term 1 - AP1 Professional Study Students study, explore and perform the stylistic work of Christopher Bruce. Practitioner Study - Christopher Bruce Professional work - Swansong | Term 2 Choreography Students study, explore and create work based upon an external brief. Students use a range of choreographic processes to determine choreographic and development elements. English Focus: English Literature- Themes | Term 3 - AP2 Professional Study Students study, explore and perform drill based contact work based on Birmingham based practitioner Rosie Kay.Students use the context of War as a choreographic stimulus. Practitioner Study - Rosie Kay English Focus: English Literature- War |
Year 10/11- AQA GCSE Dance Set Phrases - Breathe and Shift Duet/Trio Performance Solo or Group Choreography Examination - Unit 1 March 2025 Duet/Trio/Choreography Examination - Unit 2 (A04 exam) June 2024 |
3.1.1 Solo performance Students must learn how to perform as a solo dancer for approximately one minute. In conjunction with the student, the teacher must select two of the following set phrases for each student to perform as a soloist, from the choice of four set by AQA. The titles of the set phrases are as follows: • breathe • flux • shift • scoop. 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. 3.1.2 Duet/trio performance 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. The action, dynamic and spatial elements of the remaining two set phrases from the choice of four set by AQA must be developed to generate dance content for the duet/trio performance and to realise the chosen choreographic intent. Assessment of the duet/trio performance will focus on each students' 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. 3.1.2.1 Documenting the duet/trio performance. To support assessors' marking of the duet/trio performance, teachers must provide a Programme note (approximately 150 words). |
3.2 Choreography 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 or • a group dance of a minimum of three minutes and a maximum of three and a half minutes for two to five dancers. which: • 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. Assessment of Choreography; Action Content Dynamic Content Relationship Content Spatial Content Aural Setting Choreographic processes Choreographic form Structure and Devices Performance environment Communication of choreographic intent 3.2.1 Documenting the choreography To support assessors' marking of the choreography, students must write a Programme note of approximately 120–150 words. The Programme note must include the following information: • the choice of the set assessment stimulus to which the student responded, and the specific stimulus (eg poem, painting etc) that the student used • a description of how the choreographic intent of the work eg the idea(s), theme(s), mood(s), meaning(s) and/or style/style fusion(s) of the dance was achieved • citations of title and musician/artist for any aural accompaniment used. 3.1.2.1 Documenting Choreography To support assessors' marking of the choreography unit, students must provide a Programme note (approximately 150 words). Examination - March 2025 Choreography |
3.3 Dance Appreciation Through written communication and use of appropriate terminology, students must be able to critically analyse, interpret and evaluate their own work in performance and choreography and demonstrate their knowledge and understanding of professional practice in the six set works in the GCSE Dance Anthology. Dance appreciation is assessed through a written exam of one and a half hours duration C2 Exam Preparation How it's assessed • 40% of GCSE • Written exam: 1 hour 30 minutes • 80 marks Questions Based on students' own practice in performance and choreography and the GCSE Dance anthology. To critically appreciate professional works through describing, analysing, interpreting, evaluating and reflecting, students must know and understand: • the similarities and differences between the defining characteristics of each dance (as above) • the contribution of choreography (as above), performance and features of production to the audience's understanding of the work • the relationships between choreography, performance and features of production (as above) and the ways in which these have been used together to enhance audience understanding of the choreographic intention • the purpose or significance of different performance environments in which the dance was created and performed. Examination - Unit 2 (A04 exam) June 2024 A04 Shadows Within her eyes Infra Artificial Things EOE A Linha Curva |
Year 12 - RSL Diploma - Year 1 1.3 Qualification overview The learner can follow one of three pathways: • Acting • Dance • Musical Theatre Core externally assessed units Learners taking the Diploma undertake one externally assessed core unit which is relevant to their chosen pathway. Core internally assessed unit All learners undertake an internally assessed core unit (Planning for a Career in the Creative and Performing Arts). Optional internally assessed units In addition to their core units, learners taking the Diploma study a further 5 optional units. Units to Deliver; Year 1
Year 2
A.3 Qualification Overview All learners take an externally assessed core unit (Performance Preparation), which requires them to work to a brief, set by industry practitioners (employers) specific to the area of specialism.All learners take an internally assessed core unit (Planning a Career in the Creative and Performing Arts) together with 5 (Diploma)) optional units from within their chosen pathway, that will develop their dance, acting, or musical theatre skills and related contextual, historical and theoretical understanding. Learners apply a range of skill, knowledge and understanding in preparation for employment/further study. For example, units provide learners with knowledge and understanding of advanced concepts such as the style and context of performance genres, audition techniques, planning, repertoire, rehearsal schedules, the nature of performance, collaborating with others, health and safety, technical requirements and reviewing/analysis of performances. Learners will develop a solid grounding of practical/technical skills that will prepare them for employment or be developed in further studies. Core units also enable learners to make connections between units, combining elements of their learning through requiring them to demonstrate understanding and skills developed in their optional units. | Term 1 Dance Technique and Performance (Sept) Aims/purpose This unit aims to develop learners’ skills in a selected dance style and their ability to understand, create and perform style-specific techniques and sequences. The purpose of this unit is to provide learners with the opportunity to practically understand the challenges of developing dance technique and performance as well as understanding the background and context of a chosen dance style. Context There is currently a vibrant interest in all forms of dance style; in fact, participation in dance in the UK is growing in popularity. It is enjoyed in many forms from recreation to physical fitness and even as a performance art. The umbrella of ‘Dance’ is vast, containing many styles and genres, within a wide range of settings from formal theatre, to ritual, to community and social dance. The ability to perform and an understanding of one specific style of dance not only introduces the learner to a popular form which engages communities but which also supports their artistic, physical, intellectual and social skills development. Learning outcomes Learners will be able to: 1. Demonstrate an understanding of the vocabulary and technique of the chosen dance style 2. Demonstrate technique and performance skills in the chosen dance style 3. Reflect on their performance and the background and context of the chosen dance style | Term 2 Community Dance (November) Aims/purpose The aim of this unit is to develop the learner’s understanding and experience of community dance practice in the UK, and to develop the skills for leading a session for a chosen community group. The purpose of this unit is to provide learners with the opportunity to gain practical and contextual understanding of the community dance sector as well as the preparation, planning and delivery of a community dance session. Context Community dance practice incorporates a vast part of the dance sector in the UK. The dance practitioners in this sector work across all age ranges, across all genres and in a large variety of settings. Understanding of community dance can open up a wide range of future opportunities to the learner, and help them to understand the nature of dance in its broadest sense. It develops creative, technical and leadership skills essential to dance. Learning outcomes Learners will be able to: 1. Understand the breadth and history of community dance practice in England 2. Understand how dance is delivered to a community group 3. Plan, deliver and evaluate a session for a community dance group Careers in Performing Arts (March) Aims/purpose The purpose of the learning assessed in this unit is to familiarise learners with the processes associated with effective career planning. The aim of the unit is to provide opportunities to align/link their overarching career aims with the opportunities provided within the course, defining the way the learner engages with their learning. Context The ability to manage a career through careful planning - combined with a thorough knowledge of the professional landscape and the opportunities available within it - will substantially increase the potential for individuals to have a range of robust career options available to them. On a more specialist level, in order to develop professionally and to increase one’s marketability and employability, the individual must understand what is needed to facilitate the development of appropriate knowledge and skills and the timescales involved in the process. Learning outcomes Learners will be able to: 1. Create a career action plan to support future engagement in the creative/performing arts profession 2. Establish strategies for getting work in the creative and performing arts industries. | Term 3 Choreography (June-October) Aim of assignment The aim of this unit is to develop the learner’s understanding of dance composition and choreographic principles and apply them to the process of creating, rehearsing and bringing to performance a dance work. Context of assignment The ability to compose and choreograph dance is an essential skill for dance. Whether a teacher, dancer or choreographer, working in dance in the community or in dance health the ability to understand how to structure, link and choreograph movement will support any individual’s practice. An understanding of dance composition and choreography also supports an individual’s ability to understand and appreciate dance performance at a more complex level. This unit can prepare the learner for a range of careers in dance. Choreographic principles also nurture an individual’s ability to manage the space and environment around them, enhancing social and organisational skills. |
Year 2
| Term 1 To be confirmed based on student choice - October | Term 2 Performance Preparation - external brief set by examination board. December 2025-March 2026 C.2 External Assessment Learners must undertake an external assessment in the form of a task-based controlled assessment. This will be an assignment, set and marked by RSL. The assignment provides the opportunity for learners to demonstrate and also integrate their knowledge,understanding and skills from across the area of study, since it requires them to incorporate skills learnt from their optional unit into theassessment. It will also enable learners to develop study skills and to under-pin practical skills with core knowledge and understanding. PREPARATION PERIOD Learners will be given 10 hours preparation time, which can be spread over several weeks, and can include guided learning and independent work. Learners can use the centre’s intranet and the internet to support their research and inform their final piece of work, however, they cannot copy directly from the internet. Any information used from the internet must be acknowledged in their work. CONTROLLED ASSESSMENT PERIOD The controlled assessment period will then take place over 30 hours. The activities in the assignments must take place inside the school/college community to ensure that the assessment can be administered by centre staff under controlled conditions. Learners should complete all work for the controlled assessment under a limited level of control, but ensuring that plagiarism does not take place. Guidance should be given to learners about availability and choice of materials, health and safety and completion of work in accordance with specification requirements. However, learners are required to reach their own judgments and conclusions and produce their own work. Assessors must be able to authenticate the contributions of individual learners. It is expected that all of the evidence learners provide during the controlled assessment will be produced under supervised conditions. However, work during the preparation period can be produced in an un-supervised environment. Learners must sign an Assessment Declaration Sheet on completion of their timed assessment to declare that the work produced is their own. | Term 3 Leading Dance - May Aims/purpose The aim of this unit is to develop the learner’s understanding of leading dance activities. The purpose of this unit is to provide learners with practical understanding and skills to plan, devise and deliver a dance session. Context Almost all dancers have to lead dance sessions at some point, whether it be to their colleagues in the form of a warm up to company members or a full class to a participant group. Leading and teaching dance is an essential skill for anyone interested in dance and will prepare them for a range of future careers in the dance sector. Learning outcomes Learners will be able to: 1. Plan and deliver part of a dance session 2. Demonstrate safe dance practice in the role of a dance leader 3. Review and analyse the delivered session |
