Staff lead: Miss Crossley
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.
Key stage 3
| Year | Topic | Knowledge and skills |
| 7 | Introduction to dance; dance around the world; and music video. | Students are introduced to key performance and choreographic skills, learning how dance can communicate ideas and emotions. They explore dance styles from different cultures, develop creativity through choreography tasks and build confidence in performing both individually and as part of a group. |
| 8 | Refining skills; Strictly Come Dancing; styles; props; musical theatre; and icons. | Students build on their technical, expressive and choreographic skills through the exploration of a range of dance styles and performance contexts. They develop collaboration, interpretation and performance skills while analysing how dance can be influenced by music, themes, practitioners and popular culture. |
| 9 | Students choose to study dance, music or production alongside their compulsory drama lesson. | Students begin to specialise in dance by developing more advanced performance and choreography skills. They explore GCSE-style practical work, respond to creative stimuli and refine their ability to analyse, create and perform dance with increased technical accuracy and artistic intention. |
Key stage 3 progress ladder
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.
Key stage 4
Qualification type: GCSE
Exam board: AQA
Course code: 8236
| Year | Unit | Topic | Knowledge and skills |
| 10 | Performance | Set phrases; physical, technical and expressive skills; contemporary dance performance; and introduction to duet/trio work. | Students develop the physical, technical, expressive and mental skills required for GCSE dance performance. They learn and perform the set phrases, improve their movement quality and accuracy, and begin applying performance skills within duet and trio work. |
| 10 | Choreography | Responding to stimuli; choreographic processes; actions, dynamics, space and relationships; and choreographic devices and structures. | Students explore the creative process and develop original choreography. They learn how to select and manipulate movement material, structure dances effectively and communicate ideas and intentions through choreographic decisions. |
| 10 | Critical appreciation | Introduction to anthology works; analysis of performance and choreography; dance terminology; and appreciation of professional works. | Students develop their understanding of professional dance works and begin analysing performance, choreography and production features. They build subject-specific vocabulary and confidence in discussing and evaluating dance. |
| 11 | Performance | Set phrase assessment; Duet/trio performance; refinement of technical and expressive skills; and examination preparation. | Students refine and perform assessed practical work, demonstrating control, accuracy, expression and interpretation. They apply performance skills confidently in preparation for the practical examination components. |
| 11 | Choreography | GCSE choreography task; development and refinement of choreography; and performance of choreographic work. | Students create, develop and perform an original choreography in response to a stimulus set by the examination board. They demonstrate creativity, purposeful movement choices and effective choreographic structuring. |
| 11 | Critical appreciation | Anthology professional works; critical appreciation of own work; written examination preparation; and analysis and evaluation skills. | Students deepen their understanding of professional works from the GCSE Dance anthology and develop the ability to analyse, interpret and evaluate dance using detailed written responses and supported judgements. |
Key stage 4 assessment information
| Assessment | Topic | Information |
| Performance (30%) | Set phrases and duet/trio performance. | Practical assessment of physical, technical and expressive performance skills through set phrases and a duet or trio performance. |
| Choreography (30%) | Solo or group choreography. | Students create and perform an original choreography in response to a stimulus set by the examination board. |
| Written examination (40%) | Critical appreciation of professional set works and own work. | 1 hour and 30 minute written examination assessing knowledge, understanding, analysis and evaluation of dance performance and choreography. |
Key stage 5
Visit our sixth form dance course information page for more details on our key stage 5 offer.
Careers and future pathways
| Further study opportunities | Career pathways |
| A level dance | Choreographer |
| Dance degree | Dance teacher |
| Dance apprenticeship | Dance administration and management |
| Dance science and fitness | Dance movement therapy |
| Performer |
