Dance

Head of Department: Mrs L Thompson
Teacher: Mr P Bartlett
YEAR 9 FOUNDATION DANCE CURRICULUM MAP:


Autumn Term (First half): CONTEMPORARY DANCE/PERFORMANCE SKILLS

‘Principles of warm up’ and ‘safe practice’.
Basic Techniques - principles of contact work: melting, point to point contact, weight sharing, weight bearing, ledges and closing the gap.

Introduction to Contemporary Dance - movement and technique.

Use of professional work “Underground” by Motionhouse, to create and inspire a group dance, choreographed by the teacher with input on contact motifs from the pupils.

Pupils will be encouraged to peer assess and self assess using video, combined with feedback from the teacher according to assessment criteria, which they will be expected to use to refine their performance skills.
Pupils are assessed at the end of module in terms of their performance skills, using criteria adapted from the GCSE Dance specification.

FOCUS AREAS: IDENTIFY AND REFINE PERFORMANCE SKILLS.




Autumn Term (Second half) STREET DANCE / CHOREOGRAPHY SKILLS

Pupils are introduced to the style of street and given a range of movements and break dance skills.
A group piece is created and developed using this material and pupils own ideas, to show an awareness of choreographic principles and ways to develop motifs.

Pupils use video to self assess and peer assess following the choreography assessment criteria, mock exams are graded by the teacher and there is a final assessment at the end of term.
Pupils are assessed at the end of module in terms of their choreography skills, using criteria adapted from the GCSE Dance specification.


FOCUS AREAS: IDENTIFY AND REFINE CHOREOGRAPHY SKILLS.


Spring Term (First half): SET DANCE  / TECHNICAL SKILLS

Pupils learn some of the Set Dances which are part of the GCSE Dance course that every student must perform. This is to allow pupils to become familiar with the content / style of the dance and begin to develop their technical competence.

Pupils use video to self -assess and peer assess following the Set Dance assessment criteria, mock exams by the teacher and final assessment at half term.

FOCUS AREAS: IDENTIFY AND REFINE TECHNICAL SKILLS.


Spring Term (Second half): ROSAS DANST ROSAS - PERFORMANCE SKILLS

Whole foundation group create a piece of dance based upon the professional work: Rosas danst Rosas, using chairs, floor work, contact work and gestures.
This piece is choreographed by the teacher, with input from the pupils and is usually performed on stage at the GCSE showcase.

Pupils are assessed on their performance skills and ability to portray the intention and characterization of the piece.

Pupils will be encouraged to peer assess and self assess using video, combined with feedback from the teacher according to assessment criteria, which they will be expected to use to refine their performance skills.

FOCUS AREAS: IDENTIFY AND REFINE PERFORMANCE SKILLS.


Summer Term (First half): CHOREOGRAPHY WITH INTENTION:

Pupils will be given a range of different stimuli: art work, props, themes, and poetry to use to create movement and develop with choreographic principles. This should develop the skills of choreographing motifs with intention and to portray a chosen intention.

Pupils’ will self assess and peer assess following the choreography assessment criteria, and be marked weekly by the teacher, using different stimuli and intention to create a final assessment grade at the end of term.


FOCUS AREAS: IDENTIFY AND REFINE CHOREOGRAPHY SKILLS.


Summer Term (Second half): SOLO COMPOSITION/ WORKSHOP AND THEATRE EXPERIENCE WITH PROFESSIONAL ARTISTS:

Pupils will work on developing motifs to create basic solo compositions using dance content from the professional works Swansong and Perfect. Pupils will develop their confidence when performing as an individual, improve spatial awareness, dynamics, performance and composition skills.

Pupils will also experience a professional workshop in school and may be given the opportunity to view a live performance after school at a local theatre (dependent on availability). This will help to further their movement vocabulary, to help them learn new techniques and to experience new dance content.


FOCUS AREAS:  SOLO COMPOSITION / TECHNICAL COMPETENCE
NEW GCSE DANCE COURSE OUTINE

AUTUMN TERM (First half):

Introduction to principles of warm up, basic warm up techniques, trust exercises, and eye contact to encourage group co-operation. Identify safe practice, develop key fitness components and learn specific dance vocabulary.

Introduce and develop principles of contact. Basic trust exercises, partner work, weight bearing, weight sharing principles. Teach how to use the floor, ways to roll, land, melting activities. Develop into tables and ledges taking others weight and then increase the group sizes. Pupils mixed around and encouraged to try different taught pieces of contact and develop their own.

Create a group performance piece based upon the professional work: Perfect by Motionhouse. Pupils study this piece for their written exam in year 11. Therefore, we aim to explore it, through practical work and learn the different movement styles, sections of dance, intention and theoretical aspects in order to create an understanding of the work and revision resources for the written component.
Pupils will be encouraged to peer assess and self assess using video, combined with feedback from the teacher according to assessment criteria, which they will be expected to use to refine their performance skills.
Pupils are assessed at the end of module in terms of their performance skills (marked out of 30) and a written assessment (marked out of 50)

FOCUS AREAS: ANALYSIS AND APPRECITION OF DANCE, IDENTIFY AND REFINE PERFORMANCE SKILLS.


AUTUMN TERM (Second half):

Using other professional work that is studied for the written component (Swansong by Christopher Bruce) pupils choreograph their own group dance based on this piece. This focuses on the choreographic principles and must clearly portray the chosen intention, using props, and a range of choreographic devices. Again, we aim to explore the theoretical aspects, through practical work and learn the different movement styles, sections of dance, intention, set and costumes, in order to create an understanding of the work and revision resources for the written component.
Pupils use video to self assess and peer assess following the choreography assessment criteria, mock exams are graded by the teacher and pupils are given a final assessment at the end of term.
Pupils are assessed at the end of the module in terms of their choreography skills (marked out of 40) and a written assessment (marked out of 50).


FOCUS AREAS: ANALYSIS AND APPRECITION OF DANCE, IDENTIFY AND REFINE CHOREOGRAPHY SKILLS.

SPRING TERM: (First half)

Analysis of written components, exam style questions and key facts based upon the two professional works studied: Perfect and Swansong. Feedback is given on past papers.

Learn both Set Dances, to allow dancers to choose their preferred style for the controlled assessment.  The set dances are worth 20% of the GCSE grade and every student in the Country must perform one of them, which is recorded onto DVD and sent away to be marked externally by an examiner.



SPRING TERM (Second half):

Introduction to ‘solo composition’ Controlled Assessment (worth 15% of overall grade). Using Swansong by Christopher Bruce, pupils learn three motifs from the dance, which have different technical elements and dynamics. An outline of the criteria for a solo assessment is given and pupils find their own piece of music for their composition.

Pupils work weekly to create their own 1 ½ minute solo piece of dance, developing the three motifs taught from Swansong in the lesson and use video footage to assess their own choreography and performance. In addition, there will be peer assessment and teacher assessment.

This piece will be recorded on DVD and assessed by the moderator in year 11. They will not get an opportunity to perform it again as the Controlled Assessment will be their final grade and contribute to 15% of their GCSE.

FOCUS AREA - SOLO COMPOSITION CONTROLLED ASSESSMENT
(Contributes to 15% of GCSE GRADE).



SUMMER TERM (First half):

Continue to develop and refine solo pieces of dance for controlled assessment. Mock exams are completed every two weeks to give pupils an opportunity to use feedback to develop their dance and achieve the highest grade possible. (15 marks allocated for the performance)

Written evaluation of solo composition (5 marks)

Marked out 20, but worth 15% of GCSE grade and then added to their Choreography grade in year 11  (40 marks = 25%) to make a total of 40% of GCSE GRADE



SUMMER TERM (Second half):

Look at choreographing movement to show intention, using a variety of stimuli as preparation for their own pieces of choreography. Start to mind map their own themes and ideas to plan either a group or solo piece ready to begin teaching to their chosen dancers after school.

Homework is set over the summer to finish their mind map for their own piece of dance, find dancers to perform in their choreography and research content to start teaching after school in September.

A professional workshop and Theatre trip are used for pupils to view live dance and develop their technical ability through working with professional artists.


YEAR 11 ASSESSMENTS:
Each aspect covered over the next two terms will be controlled assessments and contribute to their final exam.

OUTLINE OF ASSESSMENT COMPONENTS AND PERCENTAGE OF GCSE GRADE:

PERFORMANCE - 20%
SET DANCE - 20%
SOLO COMPOSITION -15%    (These two grades are added together
CHOREOGRAPHY-25%           to contribute to 40% of overall grade)
WRITTEN EXAM - 20%


AUTUMN TERM:

During Lessons:
Performance Duo/ Group - Final Controlled Assessment (30 marks /20 % of final Grade)

Zoie Golding workshops to create performance piece.
Stimulus - PERFECT MOTIONHOUSE.

Students are assessed in many ways: self assessment, peer assessment, teacher assessment and regular mock exams - there is a final performance exam in the last week of term to give pupils a grade for the level they are performing; however, this piece of dance will be assessed live by an external moderator in March/April.

After school - Choreography:
Pupils start their own choreography two nights per week after school, using one of the stimuli stated in the specification.

Mock exam 1 - October
Mock exam 2 - November
Mock exam 3 - December

ALL CHOREOGRAOPHY PIECES SHOULD BE ALMOST FINISHED (3minutes) by the end of term, ready to refine and improve.


SPRING TERM:

(During Lessons)
Set Study Final Controlled assessment (30 marks - 20% of overall grade) Recorded on video and sent away to be marked by external examiner.

Pupils choose their preferred Set Dance (Find it or Impulse) and continuously refine it over the term with self assessment, peer assessment and teacher assessment - use of video.

Final Exam - February: (Performed solo, videoed, sent away on DVD to be marked externally) - worth 20% of overall grade.

After School: CHOREOGRAPHY
Pupils continue to refine their choreography after school ready for the final assessment at February half term. This piece is marked out of 40 and worth 25% of grade, but is added to the mark attained for Solo composition and therefore contributes to 40% of GCSE grade. Pupils will be given support in the half term to complete this component to the highest level as it is worth a high percentage of their final GCSE;  however, this will only be available to those who have regularly attended sessions after school to create their dance.

This component will have a mock exam and marks will be allocated to give and idea of the grade attained; it will be formally assessed and marked live by an external moderator in March/April. Therefore, pupils must ensure that once completed they attain some level of rehearsal to maintain a high level of performance skills ready for moderation.

Pupils will work on past papers, exam questions, quizzes, revision tasks, ready for the written paper.


Moderation and final exams for coursework:
Solo composition / Performance / Choreography  - March /April

External Assessment  - Set Dance                           -  February

Written Exam                                                              - May/June

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Toynbee School
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Mr Matthew Longden - Headteacher
Bodycoats Road, Chandler's Ford, Eastleigh, Hampshire, SO53 2PL
Tel: 023 80269026  Email: admin@toynbee.hants.sch.uk