SUCCESS FOR ALL

“Dance is the hidden language of the soul.”

 

        Martha Graham            

 

Curriculum Overview

The Dance curriculum is designed to develop pupils as confident performers, creative choreographers and informed critics. Through practical exploration, performance and reflection, pupils build technical skill, expressive quality and an understanding of dance as an art form rooted in social, cultural and professional contexts. The curriculum is ambitious, inclusive and carefully sequenced to ensure pupils make sustained progress from Key Stage 3 through to Key Stage 4 and post-16 pathways.

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Curriculum Intent

The intent of the Dance curriculum is to ensure that pupils:

· Develop strong performance skills, including control, coordination, alignment, strength, flexibility and expressive movement.

· Learn to create and choreograph dance, using a range of stimuli, motifs and choreographic devices.

· Understand and apply key processes and skills, including rehearsal techniques, refinement and evaluation.

· Develop critical appreciation, enabling pupils to analyse, interpret and evaluate professional works and their own performances.

· Explore dance within a range of social, cultural and historical contexts, broadening cultural capital.

· Become confident, resilient and reflective performers, prepared for further study and participation in the performing arts.

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The curriculum prepares pupils for success in BTEC Dance and related qualifications, while developing transferable skills such as teamwork, discipline, creativity and communication.

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Curriculum Design and Sequencing

The Dance curriculum is carefully sequenced to build knowledge, skills and confidence over time, structured around four core strands:

· Perform Dance

· Create Dance

· Processes and Skills

· Critical Appreciation

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Key Stage 3 Progression

· In Year 7, pupils are introduced to the elements of dance, developing foundational performance skills through topical themes. Pupils explore social and cultural dance forms, including Street Dance and Bollywood, before being introduced to the choreographic process.

· In Year 8, pupils deepen technical skill by developing dance techniques in isolation and through professional works. They continue to explore social and cultural dance styles, such as Hip Hop and African Gumboot, and study professional repertoire to develop motif and choreographic understanding.

· In Year 9, pupils refine their skills and techniques while exploring the work of professional practitioners, including Richard Alston and Merce Cunningham. Pupils analyse professional dance works and develop their own choreography, applying advanced processes and evaluative skills.

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Key Stage 4 Progression

· In Years 10 and 11, pupils follow the BTEC Dance pathway, developing performance, choreographic and evaluative skills through clearly sequenced components.

· Pupils explore professional works and practitioners, demonstrating understanding of skills, techniques and approaches.

· They respond to dance briefs, developing and performing choreography, and apply rehearsal processes to refine outcomes.

· The curriculum culminates in externally assessed components, including Pearson set assignments and external briefs, requiring independence, creativity and technical proficiency.

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This sequencing ensures pupils progress from structured skill acquisition to independent, professional-standard performance and choreography.

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Curriculum Implementation

The Dance curriculum is implemented through:

· Practical, technique-led lessons focusing on physical skill development and expressive quality.

· Structured opportunities to perform, choreograph and evaluate regularly.

· Explicit teaching of professional works and practitioners, supporting critical appreciation.

· Use of dance briefs and stimuli to develop creativity and choreographic intent.

· Ongoing formative assessment, including verbal feedback, peer review and performance reflection.

· Summative assessment aligned with BTEC assessment criteria, including PPEs and externally assessed components.

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Teaching is inclusive and adaptive, ensuring all pupils can access the curriculum and make strong progress regardless of starting point.

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Curriculum Impact

The impact of the Dance curriculum is demonstrated through:

· Pupils producing confident, technically secure and expressive performances.

· Clear progression in choreographic skill, creativity and independence.

· Strong understanding of professional dance works and practitioners.

· Pupils’ ability to analyse, evaluate and refine their own work and that of others.

· Successful outcomes in BTEC Dance and strong preparation for further study or participation in the performing arts.

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Pupils leave the curriculum as well-rounded performers with a deep appreciation of dance and its role in society and culture.

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Accessibility and Inclusion

The Dance curriculum is designed to be accessible and inclusive:

· Skills are broken down into manageable steps with clear modelling.

· Warm-ups, adaptations and differentiated choreography support physical accessibility.

· Opportunities for group, pair and solo work allow pupils to work from their strengths.

· Targeted support and challenge ensure all pupils, including disadvantaged pupils and those with SEND, can succeed.

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Through this inclusive approach, all pupils are supported to thrive physically, creatively and academically in dance.

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Curriculum Map