Dance

Our curriculum intent

The personal development and wellbeing of our students lies at the heart of the Arts Curriculum. Developing the whole person is our objective, through enabling their creative expression and teaching them the skills to confidently communicate their ideas.

The focus of Dance at RCC is to enable all students to achieve their fullest creative potential in Dance. We are continually revising and improving our curriculum to further develop teaching and learning.

In Dance, students will develop their knowledge and understanding of the skills required within the performing arts industry and the roles and opportunities that exist in the sector. Students will learn about performance and production roles which relate to employment. They will learn how the skills and qualities that are required to work both in performance and technical roles are applied to rehearsal, production planning and live performance.

Our Dance curriculum will equip our students with the resources to contribute as citizens and future professionals to the culture, creativity, economic success, emotional wellbeing and development of our society.

What this looks like in practice

In key stage three all students will complete two separate dance blocks in each year. These lessons will focus on developing fundamental dance skills including safe studio practice, exploring a range of dance styles and professional works and developing skills as both performers and choreographers. Developing creativity and the skills of teamwork, communication, respect and trust are underpinning elements of our dance curriculum.

Within KS4 students that choose dance as an option will follow the Pearson level 1/2 Technical Award in Performing Arts on the Dance Pathway (603/7054/3).

The Tech Award gives learners the opportunity to develop sector-specific applied knowledge and skills through realistic vocational contexts.

Curriculum overview

Detailed information about the curriculum for each year group can be found in the document below.

Dance Curriculum Map.pdf

Subject Leader Self-Reflection - Performance Skills (Dance).pdf

Entry guidance

There are no specific recommended prior learning requirements for this qualification.

This qualification has been developed for students aged 14-16 in schools and colleges but is also accessible for post-16 students.

It is a vocational qualification equivalent to GCSE grades 8.5–1.

Centres are responsible for ensuring that this qualification is appropriate for the age and ability of students. They need to make sure that students can fulfil the requirements of the learning outcomes and comply with the relevant literacy, numeracy, and health and safety aspects of the qualification.

This Level 1/2 qualification is appropriate for students who are looking to develop a significant core of knowledge and understanding and know how to apply these needed qualities to the performance skills sector.

Who is this qualification for?

The Pearson BTEC Level 1/Level 2 Tech Award in Performing Arts (603/7054/3) is for learners who want to acquire sector-specific applied knowledge and skills through vocational contexts by studying professionals’ work and processes used, the skills and techniques used in different roles, and how to contribute to the creation of a performance in either a performance or non-performance role as part of their Key Stage 4 learning.

The qualification enables learners to develop their sector-specific skills, such as refining work and applying skills for a performance using realistic vocational contexts, and personal skills, such as working with others, working to deadlines, and responding to feedback through a practical and skills-based approach to learning and assessment. The qualification recognises the value of learning skills, knowledge, and vocational attributes to complement GCSEs. The qualification will broaden learners’ experience and understanding of the varied progression options available to them.

What will the learner study as part of this qualification?

Learners will have the opportunity to develop knowledge and technical skills in the following areas:

● Development of key skills that prove their aptitude in performing arts, such as reproducing repertoire and responding to stimuli

● Processes that underpin effective ways of working in the performing arts, such as development of ideas, rehearsal, and performance

● Attitudes that are considered most important in the performing arts, including personal management and communication

● Knowledge that underpins effective use of skills, processes, and attitudes in the sector, such as roles, responsibilities, performance disciplines and styles.

What knowledge and skills will the learner develop as part of this qualification and how might these be of use and value in further studies?

The performing arts are a major part of the creative and cultural industries in the UK. Overall, the industry contributes £3.5 billion to the UK economy. There are 5,480 businesses in the performing arts sector, and 101,593 people working in a wide range of roles from performers to designers and directors.

When you have completed the qualification, you will have developed a practical understanding of the performing arts sector, and the roles and responsibilities of the people involved in performing arts industries.

Because you will be building useful skills, which are not generally covered in GCSE courses, you will have a better of understanding of whether the performing arts sector is for you. This will allow you to decide whether this is an area you want to continue to study.

The course will also help you to develop specific skills and knowledge, such as self-evaluation and group work, which will benefit you wherever you progress too next.

The choices that learners can make post-16 will depend on their overall level of attainment and their performance in the qualification. Learners who generally achieve at Level 2 across their Key Stage 4 learning might consider progression to:

● A Levels as preparation for entry to higher education in a range of subjects
● study of a vocational qualification at Level 3, such as a BTEC National in Performing Arts, which prepares learners to enter employment or apprenticeships, or to move on to higher education by studying a degree in the performing arts or production arts areas.

Learners who generally achieve at Level 1 across their Key Stage 4 learning might consider progression to study at Level 2 post-16 in a range of routes designed to lead to work, employment, apprenticeships or further study at Level 3.

After you have finished the course, you may want to go on to further study such as A levels,

BTECs or a mixture of both. Or you might want to find work in performing arts, as an apprentice or a trainee. Which option is best for you will depend on both the grades you achieve in this qualification and in other qualifications you have taken, what you enjoy doing and any advice you can access about the further learning and training opportunities available in our area.

Revision Materials

This course comprises of three key components.

Students are welcome to come to Thursday afterschool support sessions in S1. There is also a timetable on the dance studio door for practical help and support.

This revision guide from Pearson is really helpful for any student on the course.

Pearson REVISE BTEC Tech Award Performing Arts Revision Guide (2022) pearsonschoolsandfecolleges.co.uk