Curriculum Content:

 Our aims and ambitions are for a dance curriculum which:

 Provides a cultural education which sparks creativity throughout the curriculum and encourages young people to be inquisitive, disciplined and determined.

Provides young people with a positive, lifelong relationship with the arts and physical activity.

Is coherent, purposeful and progressive and enable children and young people to experience the roles of creator, performer, audience, critic and leader.

Year group

Topics include

By the end of the year, students should be able to:

7

 Dance Skills

• Secret Agents
• African Dance

Students will be assessed throughout the course on their ability to create and perform practical work and how well they evaluate and review their performances.

• Warm up using dance actions
• Create a motif
• Perform in a specific style
• Show dynamics in performance
• Work in a group to create a theme based dance

8

 Bollywood Dance

• Sport Themed Dances
• Street Dance

Students will be assessed throughout the course on their ability to create and perform practical work and how well they evaluate and review their performances.

• Show expressive skills through a cultural dance style
• Create a dance by linking sections together.
• Perform showing appropriate dynamic quality

9

 Stomp Themes

• Music Video Dances
• Lindy Hop

Students will be assessed throughout the course on their ability to create and perform practical work and how well they evaluate and review their performances.

• Create and perform a routine using a range of rhythms
• Select movement material that is appropriate for a music video
• Create a partner work piece using specific Lindy Hop steps showing appropriate dynamics for the style

10

 Contemporary Dance

• Urban Dance
• Jazz Dance

Students will be given verbal and written feedback on their ability to work in different dance styles.  A mock exam of Component 3 will be done during the summer term.

 Show key skills that prove your aptitude in Performing Arts such as reproducing repertoire or responding to stimuli in 3 dance styles

• Understand the process that underpins effective ways of working in the Performing Arts as a dancer, such as development of ideas, rehearsal and performance.

11

• Exploring The Performing Arts
• Developing Skills and Techniques in the Performing Arts
• Responding to a Brief

Students will be assessed against BTEC grading criteria for components one and two.  Component three will be externally examined.

• show attitudes that are considered most important in the Performing Arts, including personal management and communication
• show knowledge that underpins effective use of skills, process and attitudes in the sector such as roles, responsibilities, performance disciplines and styles.

GCSE Key Information

Qualification

BTEC Tech Award in Performing Arts (Dance)

Exam board

Pearson

Website link

https://qualifications.pearson.com/en/qualifications/btec-tech-awards/performing-arts.html

Exam structure and content

Exploring the Performing Arts - Internally assessed assignments. 30% of the total course

Developing Skills and Techniques in the Performing Arts -Internally assessed assignments. 30% of the total course

Performing to a Brief • Externally assessed task.  40% of the total course

Recommended revision guide

Extra-curricular opportunities in

A number of dance clubs are available after school.  The work produces at these clubs are displayed at events such as the Christmas Dance Show.

There are opportunities for dancers to be involved in the School Musical Production. 

We also run theatre trips including a residential trip to London to see West End Productions and participate in workshops at Pineapple Dance Studio