Dance
Strategic Intent for Dance
To develop a curriculum which:
- Is thoughtfully sequenced, using research into how pupils learn, so they are inspired to learn new material in a meaningful manner and develop their understanding. Dance is delivered in a progressive manner so that pupils can ultimately develop a range of performing and choreography skills over KS3 and into KS4. Within Dance we aim to promote the beauty of creativity, inspire pupils to perform and widen their knowledge and understanding of the Performing Arts Industry.
- Links new subject knowledge to prior experiences so building cognitive pathways and associations. In Dance we aim to deliver a deep understanding of new subject knowledge by ‘stripping back’ new themes / styles or performance works to its simplest form, and then start to build the layers. This supports a concrete understanding that will help pupils to retain relevant information.
- Is relevant to the young people of Bootle. We link with local dance schools to allow pupils to experience about the variety of dance studios, theatres and performing arts centres in and around the local community.
- Emphasises and reinforces the use of technical language and adventurous vocabulary. We promote specific dance vocabulary through oral and written language. For example, using ‘Strictly Come Dancing’ as a model for analysing and critiquing dance.
- Builds in opportunities for fluency, practise and repetition to improve retrieval and so deepen understanding, which is essential to strengthen learning. This relates directly to the ethos of dance and actually underpins all of the learning. We aim to learn new dance styles, perform them, then refine and practice. This is applied to each theme, style and topic.
- Has assessment for learning at its core, using a range of feedback strategies to develop pupils’ metacognition and so move their learning forward. One to one feedback is provided to pupils every lesson.
- Gives our pupils the knowledge, skills and understanding to be healthy, safe and responsible young adults.
- Dance aims to promote a healthy lifestyle that instils commitment and discipline at its core. Referencing fitness and diet, although not really a requirement it is still for pupils to learn about the wider context.
Curriculum Principles
- We prioritise depth and breadth of knowledge. We aim for pupils to learn set routines linked directly to professional dance works, this then contributes to a depth of knowledge.
- We aim for dancers to develop their oracy so that they can confidently and effectively discuss the technical elements of dance.
- We provide access to live dance and theatre performances for example the opportunity to experience ballet performances. We link with local dance schools, LIPA, local and modern contemporary dance companies.
- We believe that the arts and creative subjects are crucial in forming well-rounded and confident young people, we aim to create a positive learning environment for our pupils to flourish in, to use the gym and make it a ‘hub’ for learning and creating dance. Mirrors on the walls, vibrant dance displays, changing areas. Regular dance clubs to encourage performing in Wally Cain and other school performances.
- We plan to make learning relevant by embedding current dance styles both within our locality and the wider world.
- We link with a range of Post 16 agencies – LIPA, Hugh Baird, looking at the wider context of the Performing Arts e.g. costume design, makeup courses.
- We offer support for pupils with weak literacy skills.
Course Content
Key Stage 3 Pathways:Delivered through PE KS3 curriculum.
Year 7 The Blitz
In this unit pupils learn a contemporary piece of dance and also develop their knowledge and understanding of the historical concepts of The Blitz, linking real events and portraying these through dance.
Year 8 Rock and Roll
Pupils learn a Rock and Roll dance and gain understanding of the characteristics and features of this style. Pupils will examine the historical context of the style and consider typical life during this time. A focus on duet work then progressions to bigger groups. Comparisons to Grease are analysed, allowing opportunities to learn, choreograph and analyse self and others performance
Year 9Hairspray & Dreamgirls
Pupils are introduced to the world of Musical Theatre, through detailed analysis of Hairspray and Dreamgirls. Pupils are required to develop their understanding of Motif Development and also how choreographic devices can enhance and make a performance more effective.
Key Stage 4 Pathways: We offer the BTEC TECH Award in Performing Arts: Dance
Year 10 Term 1: Component 1: Exploring The Performing Arts
- Learning aim A: Examine professional practitioners’ performance work.
Year 10 Term 2:Component 1: Exploring The Performing Arts
- Learning aim B: Explore the interrelationships between constituent features of existing performance material.
Year 10 Term 3: Component 2: Developing Skills and Techniques in the Performing Arts
- Learning aim A: Develop skills and techniques for performance
- Learning aim B: Apply skills and techniques in rehearsal and performance
Year 11 Term 1: Component 2: Developing Skills and Techniques in the Performing Arts
- Learning aim C: Review own development and performance
Year 11 Term 2:Component 3: Performing to a Brief
- AO1 Understand how to respond to a brief
- AO2 Select and develop skills and techniques in response to a brief
- AO3 Apply skills and techniques in a workshop performance in response to a brief
- AO4 Evaluate the development process and outcome in response to a brief
Enrichment
The Dance Department provides a wide range of enrichment activities which aim to broaden our pupil’s knowledge of the wider world and supports them to develop important life skills.Pupils are encouraged to participate in a range of extra-curricular dance activities to develop their skills further and to make more friends.Opportunities are available at KS3 and KS4 and enable pupils to perform in dance theatres through the annual performance of The Wally Cain Dance Festival, pupils can take part in dance workshops working with professional dance companies. Dance pupils are also encouraged to gain experience working with our feeder primary schools, teaching and inspiring younger pupils.
Personal Development, Behaviour and Welfare
At Hillside High School we recognise that for students to benefit from their time with us we must ensure that they have the best possible teaching and pastoral care and they must ensure that they try to meet the expectations placed on them in work, conduct and attitude. We believe that the school should actively promote all students’ spiritual, moral, social and cultural development by providing positive experiences through planned and coherent opportunities in the curriculum and through interactions with teachers, other adults and the local community. The aim of our Personal Development curriculum aims to ensure that the values inherent in our “Excellence in the heart of the community” ethos becomes a reality for the students.
At Hillside High School, the purpose of Personal Development is to develop pupils who are:
- Confident young people who are able to live safe, healthy and fulfilling lives.
- Responsible citizens who make a positive contribution to society.
- Aspiring young people who are equipped with the knowledge and skills needed to be able to make informed choices about their futures.
In order to achieve these aims, the following sets out the Personal Development curriculum intent:
- Develop foundational knowledge of a range of issues, British Values and Citizenship taught through the school’s discrete Personal Development program.
- Develop personal skills through a detailed program of extra-curricular activities and events which link to aspects of Personal Development.
- Develop cultural capital and character through the thought for the week and assembly program.
Personal Development through Dance:
In Dance, pupils experience a range of different dance styles and cultures – this will enhance pupils’ cultural development. This will allow pupils to develop their confidence as a performer, choreographer and analyser of all aspects related to dance. Increasing knowledge and understanding of dance allows pupils to widen their perspective of The Performing Arts Industry and also appreciate the benefits of exploring practical dance.
Knowledge Led
