Curriculum intent

The aim of the dance curriculum at Tuxford Academy is to give students the opportunity to express creativity through performance, choreography and appreciation of dance. Our intention is to provide an experience that inspires students to embark on creative opportunities beyond their school life. Dance also provides a medium through which students become more physically active supporting their wellbeing.

In key stage 3, students are introduced to key skills that can be applied to multiple themes or styles. They will discover how dance provides an alternate medium for communication and develop knowledge on how to interpret varying stimuli from multiple perspectives. Through exploration of numerous styles, students can appreciate the social, cultural and historical influences on dance. Our curriculum allows students to develop a deeper understanding of the wider dance community through cross curricular links, exposure to a range of creative roles and the study of professional works. Students are encouraged to take creative risks and are given the freedom to express individuality.

Our curriculum provides a breadth of experience to enable students to make an informed choice as to whether they wish to purse GCSE dance in key stage 4. GCSE dance students work towards developing their technique and learn material in various dance styles. They are challenged with choreographic tasks that allow them to tap into their creative mind and gives them a sense of autonomy over the work they produce. Students also learn how to articulate their interpretations of professional performance thereby effectively analysing and evaluating work. This provides students with the tools needed to engage successfully with GCSE dance assessment as well as opportunities beyond the GCSE curriculum.

Students learn how to effectively collaborate with their peers thereby developing teamwork and leadership skills. Student’s persistence is also developed as they work on refining their ideas. A key aim of the curriculum is to develop student’s confidence in their ability to perform, devise and analyse dance. In doing so, students will gain an increased understanding of dance techniques and develop their subject specific vocabulary. Our extracurricular programme gives students the opportunity to expand their experience and further develop as dance practitioners.

Additional information

Progress ladder and learning journey

Our progress ladders show how student thinking and skills typically improve in each subject whereas our learning journeys are an overview that can be used to understand each subject in more detail.

Please click on the links below to view our progress ladder and learning journey for dance.

Dance progress ladder

Dance learning journey

GCSE

Exam board: AQA
Qualification: 8236
Contact: Miss Crossley | ecrossley@tuxford-ac.org.uk

How will I be assessed?

Performance (30%)

Students will perform two set phrases and a duet or trio. They will be assessed on their demonstration of physical, technical, expressive, and mental skills.

Choreography (30%)

Students independently choreograph a routine for themselves or others. This can include one to six dancers. They are assessed on their use of actions, dynamics, space, relationships, aural setting, and use of choreographic devices.

Written exam (40%)

Students are assessed on their:
1. Knowledge and understanding of choreographic processes and performing skills
2. Critical appreciation of your own work
3. Critical appreciation of professional works

A level

Course type: A level

Board: AQA

Entry requirements: Grade 5 in dance

Contact: Miss Crossley – ecrossley@tuxford-ac.org.uk

Why choose A level dance?

A-level Dance is a dynamic qualification which encourages students to develop their creative and intellectual capacity, alongside transferable skills such as team working, communication and problem solving. All of these are sought after skills by higher education and employers and will help them stand out in the workplace whatever their choice of career. This specification reflects both historical and current dance practices, making it more relevant, and inspires a lifelong passion and appreciation for dance. The course is diverse and encounters a range of dance styles. It sets relevant and exciting sources for all choreography tasks and a broad areas of study.

Unit Assessment
Component 1 – Performance Solo performance Group (quartet) performance Practical assessment – 60% of A-level

Assesses technical, interpretative, and collaborative performance skills, often linked to specific styles or practitioners.
Component 2 – Choreography Solo or group choreography Choreographic intent Practical assessment – included in overall 60% performance mark

Assesses ability to create and structure movement, and communicate intent through choreography.
Component 3 – Critical engagement Areas of study Set works Constituent features analysis Written exam – 40% of A-level

Assesses knowledge of dance history, analysis of professional works, and understanding of movement, context, and theory.