The Upper School GCSE Dance is a highly popular Options choice amongst our girls and offers a challenging but highly enjoyable curriculum which develops the skills, knowledge and confidence of our dancers. Regular performances across the year encourage our GCSE students to perform as well as trips to performances to develop an appreciation of Dance.
Course Content
GCSE Dance follows the AQA examination board course divided into a 60 % practical and 40% theory curriculum.
The subject is divided into three areas:
- Performance
- Choreography
- Dance Appreciation
Students must study performance, choreography, safe practice and a Dance Anthology of six different works. The GCSE Dance Anthology underpins learning across each of the three core areas. The anthology’s mix of artistic, cultural and aesthetically diverse works, has been selected to broaden students’ knowledge and understanding of the wide range of dance choreographed and performed in the United Kingdom today. Study of the works can inspire students to develop their own performance, creative and choreographic practice, at the same time as the knowledge, understanding and analytical skills required for critical appreciation.
Subject Specific Skills
In Upper School, GCSE Dance lessons are delivered focusing on three core areas of dance: performance, choreography and dance appreciation. Students are expected to demonstrate and develop skills, knowledge and understanding of dance as choreographer, performer and critic. Students will study an anthology of 6 works, study of the works can inspire students to develop their own performance, creative and choreographic practice, at the same time as the knowledge, understanding and analytical skills required for critical appreciation.
Students will develop the skills needed for the core areas through:
- Applying and adapting a wide range of skills and techniques effectively in performing and choreographing dance, including the ability to improve
- Developing physical skills and attributes safely during performance
- Developing technical skills accurately and safely during performance
- Expressive skills
- Mental skills and attributes during performance
- Acquiring additional knowledge, skills and understanding specific to duet/trio performances i.e. relationship content, musicality and sensitivity to other dancers
- Contact work exploration
- Recording information about their own dance pieces focusing on intention, style and use of accompaniment
- Creating dances for a range of purposes and in response to different stimuli
- Developing the ability to analyse, evaluate and appreciate dance
- Appreciating performances through peer and self evaluation
Assessment GCSE Dance
How we assess
In Upper School Dance students are assessed against the GCSE Assessment Objectives for each unit they complete. In each lesson teachers will make assessments and will provide students with verbal feedback. Students are actively encouraged to conduct self and peer-assessments regularly in addition to staff comments within Dance lessons.
When we assess
Formal summative assessments, occur at the end of each unit in the form of a GCSE grade from 1-9 based on the GCSE Assessment Criteria for each Assessment Objective.
In addition to formal assessments, peer and self-assessment as well as verbal staff feedback occurs in each lesson. Students form their self-assessment against personal target after each activity in their progress booklet, which is followed by teacher comment.
Specific areas of assessment focus for each unit are as follows:
Component 1 – Performance 60%
Students must learn how to perform as a solo dancer for approximately one minute. Students must learn how to perform as part of a duet/trio dance. Each student must perform for a minimum of three minutes in a dance which is a maximum of five minutes in duration.
Assessment of the solo performance will focus on the student’s ability to demonstrate application of:
- Physical skills and attributes safely during performance
- Technical skills accurately and safely during performance
- Expressive skills
- Mental skills and attributes during performance
Choreography
Students must learn how to respond creatively to an externally set stimulus, to choreograph their own complete dance.
The dance created must be either:
- a solo dance of a minimum of two minutes and a maximum of two and a half minutes
- a group dance of a minimum of three minutes and a maximum of three and a half minutes for two to five dancers
Component 2 – 40%
This component is a written exam paper of one and a half hours, set in the summer of the year of certification. The question paper has three sections, and will be marked out of 80.
The paper will focus on the following:
- Critical appreciation of own work
- To critically appreciate their own performance and choreography, through describing, analysing, interpreting, evaluating and reflecting
Critical Appreciation of Set Works
The GCSE Dance Anthology provides the focus for learning how to critically appreciate professional set works.
The anthology contains the following professional set works:
- Infra by Wayne McGregor
- Shadows by Christopher Bruce
- Artificial Things by Lucy Bennett
- Emancipation of Expressionism by Boy Blue
- A Linha Curva by Itzik Gallili
- Within her Eyes by James Cousins
Students must study all six works in their entirety and be prepared to describe, analyse, interpret, evaluate and reflect on the works in response to short answer and extended writing questions.
Setting in GCSE Dance
As this is an Option Block, there is no setting for GCSE Dance and all students at all levels work within the same groups. This is supported through carefully differentiated delivery of the curriculum.
Dance Resources
PLC
DVDs of the 6 anthology works.
The AQA website
Homework
- Homework is set in line with the School Homework Policy. At GCSE Dance the intended length of homework should normally be 1 hour per week
- Due to the nature of the assessments at GCSE, the Dance Department sets an on-going practical homework throughout years 10 and 11 where students are expected to regularly record and video their practical evidence
- Theory homework typically included practice exam questions, consolidation homework and flipped learning work
- In addition, we strongly recommend and support and expect attendance at Period 6 LEAP activities and external Dance classes