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We have designed our curriculum using the KS3 National Curriculum and it is delivered under the framework of the IB Middle Years programme. We have also referenced the KS2 Programmes of Study in our initial planning.

Mascalls Academy dance department aims to develop young creatives who are open minded and willing to explore concepts and ideas through the medium of dance. We hope to inspire self-confidence, discipline and a respect for the creative arts, alongside supporting physical and mental wellbeing through the development of transferable skills such as communication and leadership.

Through the exploration of three key areas, Technique, Choreography and performance, we aim to encourage students to formulate their own opinions and ideas and be able to communicate these effectively, both verbally and non-verbally. It is our goal to provide all students with a safe and creative environment to explore dance in a positive and impartial way.

KS3 dance

Solo technique phrases to develop key skills, interpreting instruction to create phrases, analyse GCSE professional work of A Linha Curva and apply knowledge to own practice, develop communication with peers through creative tasks. Teacher taught duet to develop key skills, interpreting instructions to create contact phrase.

Statement of Inquiry

Non verbal communication in teams can be presented through play.

Key Concept(s)

Communication

Related Concept(s)

Presentation
Play

Interpretation of initial stimulus, development of ideas working in groups, communicating ideas to peers and teacher, working creatively to make ideas into movement. Presentation of final piece through performance.

Statement of Inquiry

Non verbal communication in teams can be presented through play.

Key Concept(s)

Communication

Related Concept(s)

Presentation
Play

Develop knowledge of different dance styles focusing on Musical theatre. Learn material from musicals and apply character to performance, work creatively to develop own choreography in the style being taught. Perform taught material and own choreography.

Statement of Inquiry

Interpretation can change composition and final creation.

Key Concept(s)

Change

Related Concept(s)

Interpretation
Composition

Solo technique phrases to develop key skills, interpreting instruction to create phrases, analysis of GCSE professional work ‘Within Her Eyes’ and apply knowledge to own practice.

Teacher taught duet to develop skills using counter balance and counter tension, interpreting instructions to create contact duet.

Statement of Inquiry

To be updated

Key Concept(s)

To be updated

Related Concept(s)

To be updated

Interpretation of initial stimulus, development of ideas working in groups, understand how to communicate choreographic intention to audience through movement.  Communication of ideas and presentation of final piece through performance.

Statement of Inquiry

To be updated

Key Concept(s)

To be updated

Related Concept(s)

To be updated

Develop knowledge of different dance styles focusing on Musical theatre. Learn material from musicals and apply character to performance, work creatively to develop own choreography in the style being taught. Performance.

Statement of Inquiry

To be updated

Key Concept(s)

To be updated

Related Concept(s)

To be updated

Solo technique phrases based on the GCSE Set phrases to develop key skills and timing content, interpreting instruction to develop phrases, revisit analysis of GCSE professional work of A Linha Curva and apply knowledge to own practice.

Duet/trio  based on the GCSE Performance Piece to develop key skills focusing on choreographic intention, interpreting instruction to develop duet, analysis of GCSE professional work ‘Within Her Eyes’ and apply knowledge to own practice.

Statement of Inquiry

To be updated

Key Concept(s)

To be updated

Related Concept(s)

To be updated

Interpretation of initial stimulus taken from GCSE Set work ‘Shadow’ , development of ideas working in groups focusing on development of character through actions, understand how to communicate choreographic intention to audience through movement,  communicating ideas to peers and teacher, working creatively to make ideas into movement, presentation of final piece through performance.

Statement of Inquiry

To be updated

Key Concept(s)

To be updated

Related Concept(s)

To be updated

Exploration of different dance styles seen in GCSE set works Capoeira, street dance and musical theatre. Development of movement material through teacher taught material and choreographic tasks. Working creatively to make ideas into movement. Performance.

Statement of Inquiry

To be updated

Key Concept(s)

To be updated

Related Concept(s)

To be updated

KS4 dance

Topic 1: A Linha Curve

Analysis, interpretation and evaluation of the professional work. Skill development through technique and learning key phrases from professional work. Practical understanding of choreographic approach, intention, stimulus, costume, lighting, aural setting, set and staging and performance environment.

Topic 2: Emancipation of Expressionism

Analysis, interpretation and evaluation of the professional work. Skill development through technique and learning key phrases from professional work. Practical understanding of choreographic approach, intention, stimulus, costume, lighting, aural setting, set and staging and performance environment.

Topic 1: Infra

Analysis, interpretation and evaluation of the professional work. Skill development through technique and learning key phrases from professional work. Practical understanding of choreographic approach, intention, stimulus, costume, lighting, aural setting, set and staging and performance environment.

Topic 2: Shadows and Performance Piece

Analysis, interpretation and evaluation of the professional work. Skill development through technique and learning key phrases from professional work. Practical understanding of choreographic approach, intention, stimulus, costume, lighting, aural setting, set and staging and performance environment. Teach full duet of Performance piece revisiting skills and characters developed in Yr9.

Topic 1: Artificial Things and Set Phrases

Analysis, interpretation and evaluation of the professional work. Skill development through technique and learning key phrases from professional work. Practical understanding of choreographic approach, intention, stimulus, costume, lighting, aural setting, set and staging and performance environment. Revisit performance piece. Teach set phrases Breathe and Shift.

Topic 2: Within her Eyes and Set Phrases

Analysis, interpretation and evaluation of the professional work. Skill development through technique and learning key phrases from professional work. Practical understanding of choreographic approach, intention, stimulus, costume, lighting, aural setting, set and staging and performance environment.Revisit performance piece. Teach set phrases Breathe and Shift.

Any aspiring professional performer will need to learn a variety of performance skills to perform in a way that will meet the expectations of their audience and also accurately represent them as performers. Beyond just performing effectively, performers need to think about the other performers, technical crew, performance, equipment, the expectations of the audience, quality and variety in the set and the practice and rehearsal schedule it takes to get to the final performance itself. Regularly having the opportunity to perform in front of an audience can help hone technique, expression and stage presence in order that high

quality performance, and the practice required to get there, becomes second nature.

Reflecting on performances is also a useful tool – as performers can see themselves through the audience’s eyes and learn more about how to develop performance style to continually improve and grow in confidence.

KS5 dance

Rep: Topic 1

Rehearse a piece of dance choreography
Perform a group dance work

Rep: Topic 2

Analyse the significance of the dancers’ contribution to choreographic work
Describe the background of the choreographer and explain their artistic vision
Explain the challenges of working in a group and reproducing choreographic vision
Analyse the role and responsibilities of the dancer in rehearsal and performance 

ASDP: Topic 1

Plan a physiological warm up and cool down following safe dance principles in preparation for dance class
Lead their peers in the demonstration of the warm up/cool down

ASDP: Topic 2

Explain the importance of appropriate clothing and footwear and the implications of not adhering to this
Explain the reasons for warm up and cool down and its effects on the dancing body
Identify 4 key muscle groups used in their warm up and the anatomical effects of the warm up on these muscle groups
Identify key factors which help ensure their safe dance environment
Explain the principles of injury prevention and care
Explain the influence of good nutrition and hydration in supporting healthy dance practice
Explain the benefits to dance practice of applying safe, effective dance knowledge. 

Technique: Topic 1

Perform the technique of the chosen genre
Perform one seen and one unseen movement/sequence in the chosen genre 

Technique: Topic 2

Compose a routine to an appropriate standard reflecting the essence of the dance genre
Perform the composed routine

Technique: Topic 3

Reflect on the history and context of the dance genre
Evaluate own performance including personal strengths and areas for development
Identify the challenges faced through the process of composing and performing in the chosen dance genre
Explain how a particular performance has influenced their work

Leading Dance: Topic 1

Plan a dance session
Deliver a dance session

Leading Dance: Topic 2

Demonstrate delivery of safe and appropriate: Warm up and cool down exercises

Leading Dance: Topic 3

Evaluate the success of the session with areas of strength, and identify areas for improvement

Technique: Topic 1

Perform the technique of the chosen genre
Perform one seen and one unseen movement/sequence in the chosen genre 

Technique: Topic 2

Compose a routine to an appropriate standard reflecting the essence of the dance genre
Perform the composed routine

Technique: Topic 3

Reflect on the history and context of the dance genre
Evaluate own performance including personal strengths and areas for development
Identify the challenges faced through the process of composing and performing in the chosen dance genre
Explain how a particular performance has influenced their work

Leading Dance: Topic 1

Plan a dance session
Deliver a dance session 

Leading Dance: Topic 2

Demonstrate delivery of safe and appropriate: Warm up and cool down exercises

Leading Dance: Topic 3

Evaluate the success of the session with areas of strength, and identify areas for improvement
Seek and act on feedback from participants and observers to improve performance.

Ensemble: Topic 1

Lead and support others in a group to develop and rehearse a group performance in the chosen genre
Perform the technique of the chosen genre 

Ensemble: Topic 2

Compose a group routine to an appropriate standard, reflecting the essence of the dance genre
Perform the routine composed 

Ensemble: Topic 3

Evaluate own performance including personal strengths and areas for development
Identify the challenges faced through the process of composing and performing as part of a group in the chosen dance genre
Evaluate their team working and leadership skills

PaCPA: Topic 1

Use professional (tutor, mentor, industry specialist etc.) feedback and guidance to create a learning and skills development plan Assess the potential for progress into two roles in the creative and performing arts industries, (relevant to their identified goals), evaluating their suitability for each role through an analysis 

PaCPA: Topic 2

Devise and explain personal strategies to generate revenue from each area of work identified in 2.1 and how they may be combined or used independently, to produce a sustainable income
Create a range of materials (e.g. CV, business proposal, pitch to a given brief) that will support their strategies to generate income

Effective planning, rehearsing and collaborating with others is vital to the success of performance productions. The skills and knowledge outlined in this unit apply to performers, creators and learners wishing to focus on business/production. Auditioning/interviewing for a particular role is also a necessary part of being involved in the performing arts. Learners need to understand the techniques, forms and accepted procedures, together with the development of analytical and strategic thinking skills.