“Dance to express, not to impress!”
Dance is a powerful and expressive subject which encourages pupils to develop their creative, physical, emotional and intellectual capacity, whatever the pupils previous experience in the subject. The study of dance enables students to develop socially whilst promoting creativity, fitness and well-being. As students become performers, they’ll also develop their confidence, self-esteem and team working skills. Dance enables pupilrs to develop independence and unlock creativity. Dance helps pupils develop physical and expressive skills as well as knowledge and understanding of dance through performance, choreography and critical appreciation of dance.
The dance curriculum will integrate the following:
- Raise the awareness of each pupil’s natural creativity and capacity of using the body as a skilful instrument of expression
- To provide pupils with a rich movement vocabulary with which they can express their personal feelings and values
- To educate pupils in the art of choreography
- To explore dance forms from a variety of cultural, social and historical contexts. This will help the students have an understanding and respect for diversity and difference
- To appreciate dance and make informed critical judgments regarding dance experience
- To develop a positive self-esteem and confidence through the acquisition of dance skills and experience
- To contribute to the creative development of the pupils
- To develop a response to others and the ability to plan work within the dance context
Dance Department Staff
- Miss H. Fitzgerald (Head of Dance)
- Miss D. Tillson (Co/ Head of PE)
- Mrs J. White ( Co/Head of PE)
- Miss H. Dury (PE Teacher)
We are fully committed to full participation from all students, and ensure that there is no obstacle to students enjoying and progressing in their Dance lessons. In addition to identifying and supporting SEN students, according to the SEN policy and SIS sheet information provided (including involvement of TAs where appropriate), the Dance Department identify subject specific students who may require additional support.
We recognise at there are some students who are exceptionally talented in Dance which take place inside of school and external clubs. In addition to identifying and supporting G&T students in all lessons according to the G&T policy (as identified by CATS), the Dance Department identify subject specific students to challenge and support.
How we identify a Gifted and Talented student in dance:
- Teacher observation
- Discussion with the student about their commitment and involvement in dance beyond the curriculum
- Audition for extra curricula activities
How the dance development could improve the provision for Gifted and Talented students in the future:
- KS3- Develop programme of working with artists, new styles and experiences, enhancing more performance opportunities
- KS3- Visits to observe quality live experience
- KS3- Extend extra curricula provision
- KS4- Holiday course supporting improvement of technique perhaps using specialist choreographer/dancer
- KS4- Developing strong partnerships with external professional agencies such as Swindon Dance
- KS4 All student to be involved in Mark up in order to raise achievement in exam paper
- KS4/5 Attend more live performance to improve understanding of different professional works
- KS4/5- Students to attend courses to learn first hand from dancer/choreographer
- KS4/5- Easter school workshops to raise standards of studies for exam papers
|Stage||Person i/c||Action Examples|
|1 - In class||Class Teacher||Providing extra questions or resources.
Redrafting substandard work.
|2 - At Home||Class Teacher - with teacher setting / checking||Intervention task set
Parent phone call for information.
|3 - P6||Class Teacher / HOD / DHoD||Letters home to attend P6 targeted intervention sessions.|
|4 - P6 and beyond||HOD's, HOF, DOA and SLT persons||End of year intervention days, Holiday time interventions, parent - pupil meetings|
|5 - Lunchtime||Class Teacher||Letter home to invite students for targeted intervention sessions.
Working lunch to support GCSE students with their theory paper. This will happen once a week for Year 10 and 11 students.
Dance is divided into 3 areas
- Lower School – A 3 year bridging curriculum from KS2 to GCSE (Year 7 – Year 9)
- Upper School – 2 Year GCSE course from Year 10 to Year 11
- A Level – 2 Year course from Year 12 to Year 13