GCSE DANCE YEAR 10 Scheme of Work Overview

Assessment objectives (AOs)

Component weightings (approx

%) Overall weighting

(approx %) Component 1 Component 2

AO1 30

30

AO2 30

30

AO3

15 15

AO4

25 25

Overall weighting of components

60 40 100

• AO1: Perform dance, reflecting choreographic intention through physical, technical and expressive skills.

• AO2: Create dance, including movement material and aural setting, to communicate choreographic intention.

• AO3: Demonstrate knowledge and understanding of choreographic processes and performing skills.

• AO4: Critically appreciate own works and professional works, through making analytical, interpretative and evaluative judgements.

Week AO

GCSE Dance – Lesson One

AO

GCSE Dance -Lesson Two

AO

GCSE Dance – After School

Exploring Artificial Things by Lucy Bennett (8 lessons) 1 5th-9th September

Choreography: Quote from Lucy Bennett, watch a clip of AT. Understanding of stimulus to create dance/movement ideas. Creating motifs using Actions, space, dynamics. (Task 1&2). Performance: Students to observe another pair performing their ‘snow globe’ motifs. Dance Appreciation: A “thinking” audience, who are able to observe and evaluate to the whole class or individual groups. Homework: Booklet, Page: 1. (Mock exam

Choreography: Devise motif material that is complex and clearly relates back to the initial starting point of the ‘snow globe’. Extension and development of motif 1&2. Performance: Students to perform to the class, their ‘snow globe’ motifs. Dance Appreciation: Feedback on choreography. How it relates back to the stimulus. Homework: Booklet, Page: 2 – Find the definition of expressive skills.

Technique Use of technical skills 3.1.

questions x 2 = 1&2.)

2 12th-16th September

Choreography: Understanding of stimulus to create dance/movement ideas. Creating motifs using Actions, space, dynamics. (Task 3&4). Performance: Performance using expressive skills grid to guide. Self-Assessment. Dance Appreciation: Page 3. Mock exam questions x 2 (3&4) in pairs. Watch a new short clip with the focus on expressive skills. Use class discussion. Homework: Booklet, Page: Give an example of expressive skills and how you have used them in your duet.

Choreography: Devise motif material that is complex and clearly relates back to the initial starting point of the ‘snow globe’. Extension and development of motif 3&4. Performance: Performance using expressive skills grid to guide. Self-Assessment. Dance Appreciation: Performance to another pair. In-depth check list to help with peer-feedback. Homework: Booklet, Page: Physical attributes work sheet – find definitions.

Technique Use of physical skills and attributes 3.1

3 19th-23rd September

Choreography: Develop motifs 1-4 further, focusing on dance relationships. Transitions between each motif. Performance: Be filmed whilst performing using the PE app. By another pair. Dance Appreciation: In groups of 4. Look at filmed version of motifs and use blooms taxonomy question sheet to answer questions. Homework: Booklet, Page:3x mock exam questions (7, 8, 9)

Choreography: Finalise 4 motifs, ensuring all dance relationships are solid. Performance: Performance to whole class. Focus on expressive skills Dance Appreciation: Whole class discussion on how each group performed. Use bloom’s taxonomy questions. Homework: Booklet, Page: Mock exam questions x 2 (5&6)

Technique Physical attributes 3.1

Safe Working Practices (process)

Mental Skills and attributes (8 Lessons) 4 26th-30th September

Warming Up Choreography: Research (see DA below). Create 3 motifs of essential ingredients in a warm up. Performance: Perform to the class and join all together (to create whole class warm up). Dance Appreciation: Research and A3 posters created with essential ingredients and potential exercises. Homework: Booklet, Page: Complete table. Choose/research one pulse raiser, one mobilisation and one dynamic and static stretch. Identify, describe the exercise on how you would do it and explain how it will help you over time.

Cool Down Choreography: Research (see DA below). Create 3 motifs of essential ingredients in a cool down. Performance: Perform to the class and join all together (to create whole class cool down). Dance Appreciation: Research and A3 posters created with essential ingredients and potential exercises. Homework: Booklet, Page: Give three example of exercises you did in your cool down. Answer three x questions about them.

Technique

5 3rd-7th October

Nutrition Choreography: Each group of five will become a part of the eat-well plate. Using A/S/D/R they will use their knowledge to create a small motif each. (Individually). Performance: In their groups, students will perform their motifs to one another. They will then teach each other focusing on expressive skills to show which part of

Hydration Choreography: Create a dance in their groups of five to show the different stages or hydration/dehydration etc. Performance: Group performance to their peers. Dance Appreciation: Blooms taxonomy questioning throughout (give students questions that they have to answer throughout the lesson about hydration). Homework: Booklet, Page:

Technique

the eat well plate they are. Dance Appreciation: Students will be given a copy of the eat-well plate. They will discuss, in their groups what a healthy diet should look like. Homework: Booklet, Page: To create a week’s food diary using the eat-well plate and own research on healthy eating.

Create a timeline of the different stages of hydration and what they need to do to stay hydrated.

6 10th-14th October

Movement Memory Choreography: Teach class a dance phrase – (could use a mixture of the four set phrases here). Progressively getting harder – this will increase their movement memory. Performance: Students to perform in pairs to another pair within the lesson. Giving peer feedback – create sheet. Dance Appreciation: Introduce the term movement memory – student’s to complete a small sheet on how they can improve movement memory. Homework: Booklet, Page: Write the movements down/motifs that they have learnt in the lesson.

Commitment Choreography: Technique class, focusing on contemporary dance. All students must participate to their best ability. Introduce a competition element/ladder effect. Performance: Using the phrase from last lesson – at the end students to use their technique learnt with the commitment they have put in to perform to a higher standard. Dance Appreciation: Students will be learning key terms of technique such as: posture, alignment etc. Homework: Booklet, Page: A table which students are to fill in – draw pictures of ‘good posture’ describe and exercise what they did and explain how they did it and can improve over time.

Technique

7 Concentration Confidence

17th-21st October

Choreography: Effective exercises for concentration: art of manliness.com Work through the exercises. Once done, students to pick a particular section from their set phrase to work on – ensuring they are concentrating on every single movement. Performance: Students to perform, as a whole class, in two halves. Students to have on other student to watch to see how they did and give feedback. Dance Appreciation: Students will be learning how to concentrate throughout the lesson – they will then use this knowledge and put it into practice. Homework: Booklet, Page: Draw out one exercise they completed and explain how it helped them with their concentration in the set phrase.

Choreography: Exaggeration exercises. Completely letting go. For example – can use the set phrases learnt and use them to different genres of music to help with exaggeration. Performance: Students to perform first all at the same time, second in two groups to see if their exaggeration has helped their confidence. Dance Appreciation: Students will learn about confidence and what is needed in performance. Homework: Booklet, Page: Students to mind-map the different ways that they could try and improve their confidence whilst dancing.

Half Term Focus on A Linha Curva by Itzik Galili

(10 Lessons) 8 31st-4th December

Choreography: Students to learn a count of ‘8’ from the set piece. Performance: Performance will be in the learning of the phrase of movement. Dance Appreciation: Students to watch A

Choreography: Students have a work shop that is based on Contemporary – focusing on the use of space. Students will learn part of the work that uses space. Performance: Performance will be in

African Dance Workshop

Linha Curva in its entirety. Analysis of the features of production. Action and dynamic content. Homework: Booklet, Page: Give questions (exam style) that focus on the action and dynamic content.

the learning of the phrase of movement. Students will perform as a whole class. Dance Appreciation: Students to learn a phrase from the work and incorporate the use of space. Analysis of spatial content. Homework: Booklet, Page: Students to draw different spatial pathways to show what ones they have done in the lesson and how they have used the space.

9 7th-11th November

Choreography: Students will focus on: patterns, formations, pathways, directions, levels and size of movement in bite size chunks. Performance: Students will perform, in groups of three their work. Dance Appreciation: Analysis of Dance relationships from work Homework: Booklet, Page: Choreographic Devices – students to find out what they are and are to write the definitions in their books.

Choreography: Choreographic devices. Students to re-create/create their own movement using at least three choreographic devices seen on work. i.e. manipulation of number, repetition, unison and canon. Performance: Dance Appreciation: Students to watch work and look for the varying choreographic devices and relationships within. Analysis of these. Homework: Booklet, Page: Students to give two examples and answer two exam style questions about choreographic devices and where they have used them in their pieces.

Capoeira Workshop?

10 14th-18th November

Choreography: Performance: Dance Appreciation: Students to go more in-depth with analysis of the features of the work.

Choreography: Devise a whole class group dance that includes: entrances and exits, skateboards and scooters, phrases from the work, fusion of

Dance Show Choreog

Actions, dynamics, space and relationships. Homework: Booklet, Page: Students to create-mind map of each of the above to help with future revision.

the dance styles explored in class. Performance: Perform as a whole class to myself and receive feedback. Dance Appreciation: Flexibility, stamina, extension, mobility, isolation, strength – questions referring to these. Homework: Booklet, Page: Flexibility, stamina, extension, mobility, isolation, strength – questions referring to these.

11 21st-25th November

Choreography: Devise a whole class group dance that includes: entrances and exits, skateboards and scooters, phrases from the work, fusion of the dance styles explored in class. Performance: Perform as a whole class to myself and receive feedback. Dance Appreciation: Flexibility, stamina, extension, mobility, isolation, strength – questions referring to these. Homework: Booklet, Page: Flexibility, stamina, extension, mobility, isolation, strength – questions referring to these.

Choreography: Devise a whole class group dance that includes: entrances and exits, skateboards and scooters, phrases from the work, fusion of the dance styles explored in class. Performance: Perform as a whole class to myself and receive feedback. Dance Appreciation: Flexibility, stamina, extension, mobility, isolation, strength – questions referring to these. Homework: Booklet, Page: Flexibility, stamina, extension, mobility, isolation, strength – questions referring to these.

Dance Show Choreog

12 28th-2nd December

Choreography: Devise a whole class group dance that includes: entrances and exits, skateboards and

Choreography: Devise a whole class group dance that includes: entrances and exits, skateboards and scooters, phrases from

Dance Show Choreog

scooters, phrases from the work, fusion of the dance styles explored in class. Performance: Perform as a whole class to myself and receive feedback. Dance Appreciation: Flexibility, stamina, extension, mobility, isolation, strength – questions referring to these. Homework: Booklet, Page: Flexibility, stamina, extension, mobility, isolation, strength – questions referring to these.

the work, fusion of the dance styles explored in class. Performance: Perform as a whole class to myself and receive feedback. Dance Appreciation: Flexibility, stamina, extension, mobility, isolation, strength – questions referring to these. Homework: Booklet, Page: Flexibility, stamina, extension, mobility, isolation, strength – questions referring to these.

Artificial Things by Lucy Bennett (4 Lessons)

13 5th-9th December

Choreography: Performance: Dance Appreciation: Catch Artificial Things: Costume: Dancers are to colour in the costumes in detail for the dancers. They will be learning about costumes and how they relate to the choreographic intent but also what they are made from and the properties. (AQA book) Homework: Booklet, Page: Using the AQA book – students are to create a fact file on the different properties of costume with examples.

Choreography: Performance: Dance Appreciation: Watch Artificial Things: Movement content – students will be learning to write PEE paragraphs. Identifying a motif. Describing a motif using A/S/D/R and explaining how relate the choreographic intent. Homework: Booklet, Page: Students to watch/write about, using PEE paragraph for another movement motif.

Dance Show

14 12th-16th December

Choreography: Performance: Dance Appreciation:

Choreography: Performance: Dance Appreciation:

Lighting and Props. Watch piece and choose three sections to identify, describe and explain the lighting and props. Homework: Booklet, Page: Students to draw the staging with the correct lighting and props (with annotations). Give students however many boxes to fill in each change etc.

Aural Setting: AQA book – going through each part of the aural setting break down. Students to listen to two sections and break it down – using key vocabulary. Homework: Booklet, Page: Students to complete the third aural setting breakdown by listening to it from the video.

Christmas Holidays Focus on Within Her eyes by James Cousins

15 4th-6th January

Choreographic Process & Stimuli Choreography: Begin to put into practice knowledge of the choreographic process using one stimuli (Kandinsky) Performance: Showing of improvisation they have created. Dance Appreciation: PP of the choreographic process. – Students to research, in lesson and create their own way of learning this. Homework: Booklet, Page: Students to finalise their choreographic process (mini test in booklet – list of them and students to fill in what they mean).

Stimuli Choreography: Use Stimuli PP – students to go through different tasks using the varying styles of stimuli. Performance: Dance Appreciation: Students to watch the beginning section of the work. Homework: Booklet, Page: Complete stimuli booklet.

Performance Environments (site specific)

16 9th-13th January

Generating Movement Material Choreography: 2-5 dancers, generate movement material using their own choice of

Selecting and Discarding Material Choreography: 2-5 dancers, select movement material – students to use their favourite/most

Performance Environments (site specific)

stimuli – from a list given (each one a different type). Students to be specific with A/S/D/R *Students to use/be taught some movements from the set phrases Scoop and Focus – exploring contact and weight. Performance: Student’s to perform to whole class at least twice to perform their work. Dance Appreciation: Students will use their knowledge– peer assessment sheets will be given, with bloom’s taxonomy questioning. Getting higher in difficulty to have extended answers. Homework: Booklet, Page: Students

appropriate movements that relate to their stimuli. Performance: Student’s to perform to whole class at least twice to perform their work. Dance Appreciation: Once students have performed – each group will give feedback to another group. Homework: Booklet, Page: Students will write a paragraph using PEE to Identify, describe and explain what they selected and discarded, describe movement examples and explain why they selected and discarded.

17 16th-20th January

Developing and structuring Choreography: Students will be introduced to different choreographic devices. They will add these, with a dance structure into their pieces. Performance: Students will perform their choreographic devices section. Students will give feedback as to whether the choreographic devices are clearly

Importance of refining Choreography: Technical and expressive skills. Students to pick 2 from each (create sheet with choices) to focus on throughout the lesson. Performance: Dance Appreciation: Students to research at start of the lesson their four skills that they wish to focus on to gain a better understanding of how to input them into their pieces. Homework: Booklet, Page: Technical skills - create four x tables in which

Performance Environment (Site Specific)

seen. What they did well and how to improve. Dance Appreciation: Students will learn at least 3 different types of choreographic devices. They will also learn different dance structures and put them into their dances. Homework: Booklet, Page: Students to research different dance structures (to perhaps use the textbook and copy them into the booklet).

students are to fill in the definitions of each. Or, alternatively, two tables with each skill on where they choose which definitions or are given a prescribed list to find the definitions.

18 23rd-27th January

Features of Production Choreography: Performance: Dance Appreciation: Watch the piece within its entirety. Analysis of how the use of focus supports the dance idea and how the response is not a stereotypical one. Homework: Booklet, Page: Students to research/watch/read interviews etc. James Cousins. Gaining as much background information as possible.

Features of Production Choreography: Performance: Dance Appreciation: Analysis of performance environment and how the lighting supports the dance idea. Homework: Booklet, Page: Students to research different site specific venues area. They are to create a mood board of what/where/why etc. they would like to create a site specific dance piece.

Features of Production Dance Appreciation: Analysis of how costume supports the dance idea and how movement supports the dance idea. Homework: Booklet, page: Students to research/draw/find pictures of the different costumes – they are to mind map and relate them back to the piece and the meaning behind them. Students are to fill in a table that has 2x movement motif examples. They are to watch the video at home and then write

them up using A/S/D/R.

19 30th-3rd February

Own Site Sensitive Piece (Action) Choreography: Students to choreograph a piece, their main focus is how many varying actions can they use. The more abstract the better. Use their weight-bearing and contact. Performance: Students to perform to myself and gain feedback. Dance Appreciation: Students to watch the first section of work and look at lifts and weight-bearing moments. Homework: Booklet, Page: Find as many pictures and make a collage of different dancers performing weight-bearing and contact movement.

Own Site Sensitive Piece (Dynamic) Choreography: Students are to use spider—web of dynamics and input as many varying dynamics into their pieces. Performance: Students to perform to one another and gain peer feedback on the focus of dynamics. Dance Appreciation: Quick quiz – which group can list the most dynamics that can be used. Homework: Booklet, Page:

Choreography: 3.2 Relationship content.

20 6th-10th February

Own Site Sensitive Piece (Spatial) Choreography: Second half of lesson – students to experiment with their site specific pieces and adapt them to ensure they have used different spatial elements. Performance: Students will be performing throughout the lesson whilst working on their pieces. Dance Appreciation: First half of lesson students to have

Own Site Sensitive Piece (Timing) Choreography: Students to add at least one choreographic device onto the end of their piece. (Accumulation) they must ensure that all movements throughout the piece are in time – through practice and repetition. Performance: Students to perform their final pieces to one another. Dance Appreciation: Discussion based upon a ‘programme note’, how they might write one.

Choreography: 3.2 A/D/R

teacher led activity based on the different uses of space. i.e. personal and dance. Homework: Booklet, Page: Students to identify, describe and explain the: pathways, levels, directions, sizes of movement, patterns and spatial design they have used in their piece.

Homework: Booklet, Page: They will self-assess themselves using a guided layout. Students will also complete a programme note about their piece.

Half Term Focus on Shadows by Christopher Bruce

21 20th-24th February

Choreography: Performance: Dance Appreciation: Watch ‘Shadows’ in its entirety. Focus on Staging/set, lighting, properties, costume, dancers, aural settings. Homework: Booklet, Page: Exam style questions ranging from 1-10 marks.

Choreography: Performance: Dance Appreciation: Watch ‘Shadows’ in its entirety. Focus on Staging/set, lighting, properties, costume, dancers, aural settings. Homework: Booklet, Page: Exam style questions ranging from 1-10 marks.

Technique 3.1

22 27th-3rd February

Choreography: Performance: Dance Appreciation: Watch ‘Shadows’ in its entirety. Focus on Staging/set, lighting, properties, costume, dancers, aural settings. Homework: Booklet, Page: Exam style questions ranging from 1-10 marks.

Choreography: Performance: Dance Appreciation: Watch ‘Shadows’ in its entirety. Focus on Staging/set, lighting, properties, costume, dancers, aural settings. Homework: Booklet, Page: Exam style questions ranging from 1-10 marks.

Technique 3.1

23 6th-10th March

Research: A Sculpture by Frances Bruno Catalano Choreography: Groups of three to research and find

Stimuli Choreography: Students to use their plan from previous lesson. They are to use this to then choreograph a small

Technique 3.1

the above. They are to use the choreographic process (theoretically) to plan how they would create a dance. Performance: Dance Appreciation: Appreciation will be seen through research and planning of choreographic processes. Homework: Booklet, Page: Exam style questions ranging from 1-10 marks. Based on different stimuli – use this year’s mark-up.

piece based on the stimuli. Performance: Students will perform their pieces to each other – they will create a table and write down ideas from other pieces that they liked – to help with creativity. Dance Appreciation: Students will be using their knowledge of the choreographic process – improvising, generating, selecting, developing. Homework: Booklet, Page: Exam style questions ranging from 1-10 marks. Based on different stimuli – use this year’s mark-up.

24 13th-17th March

Research: A Suitcase Choreography: Groups of three to research and find the above. They are to use the choreographic process (theoretically) to plan how they would create a dance. Performance: Dance Appreciation: Appreciation will be seen through research and planning of choreographic processes. Homework: Booklet, Page: Exam style questions ranging from 1-10 marks. Based on different stimuli – use this year’s mark-up.

Stimuli Choreography: Students to use their plan from previous lesson. They are to use this to then choreograph a small piece based on the stimuli. Performance: Students will perform their pieces to each other – they will create a table and write down ideas from other pieces that they liked – to help with creativity. Dance Appreciation: Students will be using their knowledge of the choreographic process – improvising, generating, selecting, developing. Homework: Booklet, Page: Exam style questions ranging from 1-10 marks. Based on different stimuli – use this year’s mark-up.

Technique – Introduction (without students knowing) of the set phrases

25 20th-24th March

Research: The Music – Faun by Olafur Arnalds Choreography: Groups of three to research and find the above. They are to use the choreographic process (theoretically) to plan how they would create a dance. Performance: Dance Appreciation: Appreciation will be seen through research and planning of choreographic processes. Homework: Booklet, Page: Exam style questions ranging from 1-10 marks. Based on different stimuli – use this year’s mark-up.

Stimuli Choreography: Students to use their plan from previous lesson. They are to use this to then choreograph a small piece based on the stimuli. Performance: Students will perform their pieces to each other – they will create a table and write down ideas from other pieces that they liked – to help with creativity. Dance Appreciation: Students will be using their knowledge of the choreographic process – improvising, generating, selecting, developing. Homework: Booklet, Page: Exam style questions ranging from 1-10 marks. Based on different stimuli – use this year’s mark-up.

Technique – Introduction (without students knowing) of the set phrases

26 27th-31st March

Research: Text by Emma Lazarus Choreography: “Give me your tired, your poor, your huddled masses yearning to breathe free, the wretched refuse of your teeming shore. Send these, the homeless, tempest-tossed, to me: I lift my lamp beside the golden floor. Part of the poem engraved on the base of the Statue of Liberty. Groups of three to research and find the above. They are to use the choreographic

Stimuli Choreography: Students to use their plan from previous lesson. They are to use this to then choreograph a small piece based on the stimuli. Performance: Students will perform their pieces to each other – they will create a table and write down ideas from other pieces that they liked – to help with creativity. Dance Appreciation: Students will be using their knowledge of the choreographic process – improvising, generating, selecting, developing.

process (theoretically) to plan how they would create a dance. Performance: Dance Appreciation: Appreciation will be seen through research and planning of choreographic processes. Homework: Booklet, Page: Exam style questions ranging from 1-10 marks. Based on different stimuli – use this year’s mark-up.

Homework: Booklet, Page: Exam style questions ranging from 1-10 marks. Based on different stimuli – use this year’s mark-up.

Easter Holidays Focus on Emancipation of Expressionism by Kendrick H2O Sandy

Component 1: Duet/Trio Performance 27 19th-21st April

EOE Choreography: Performance: Dance Appreciation: Watch the piece in its entirety. Features of production focus on costume and aural setting. Homework: Booklet, Page: Design own costume for group dance. Find a song to go with potential group piece.

Duet/Trio 2x Set Phrases (to decide once learnt) Choreography: Teacher led. Students are to begin to learn the two set phrases that they are not going to be using in the solo. Students are to focus on one out of two of these this lesson. Performance: Students are to perform to each other in pairs – they will gain feedback with the use of a checklist (marking criteria) to see how well they are doing. Dance Appreciation: Class discussion on the physical skills, technical skills, expressive skills and mental skills and attributes. Students, in pairs to have one of the attributes and give an example, via the white

2x Set Phrases (to decide once learnt) Technique 3.1 Physical skills and attributes including: Posture Alignment Balance Co-ordination Control Flexibility Mobility Strength Stamina Extension Isolation

board of how to show this in a good way. Homework: Booklet, Page: Students to give a written example of how the physical skills are used in the Set phrase they have learnt.

28 24th-28th April

EOE Choreography: Teacher led: students to learn part of the content of the professional work. Focusing on Ninja walk, ninja glide, ninja static, chariots of fire. Performance: Dance Appreciation: Homework: Booklet, Page: Students to create a fact file – they are to research the different words above and find as much information that is associated with them.

Duet/Trio 2x Set Phrases (to decide once learnt) Choreography: Teacher led. Students are to begin to learn the two set phrases that they are not going to be using in the solo. Students are to focus on one out of two of these this lesson. Performance: Students are to perform to each other in pairs – they will gain feedback with the use of a checklist (marking criteria) to see how well they are doing. Dance Appreciation: Class discussion on the physical skills, technical skills, expressive skills and mental skills and attributes. Students, in pairs to have one of the attributes and give an example, via the white board of how to show this in a good way. Homework: Booklet, Page: Students are to draw a storyboard/comic strip of the first 16 movements they have learnt focusing on the technical skills.

2x Set Phrases (to decide once learnt) 3.1 Technical skills including: Action content Dynamic content Spatial Content Relationship content Timing content Rhythmic content Movement in a stylistically accurate way

29 1st-5th May

EOE Choreography: Workshop/sections of: hip-hop,

Duet/Trio 2x Set Phrases (to decide once learnt) Choreography:

2x Set Phrases (to decide once learnt) Technique 3.1

krumping, locking and popping. YouTube- Watch?v=HBzAJ3eWXjk Performance: Students to practice and perform in groups of 8. Gain peer feedback from another students. Dance Appreciation: By watching a section of the performance and they will develop their knowledge of the above. Homework: Booklet, Page: Students to create a fact file they are to research the different words above and find as much information that is associated with them.

First part will be teacher led and I shall teach them a development of the set phrases. (Set Phrase 1 of 2). Students are to begin to use their knowledge of the choreographic process to choreograph a duet/trio using the two set phrases to develop. Students focus this lesson will be to develop Phrase 1 of 2. Performance: Students will perform to another group. They will be peer-assessed on their use and accuracy of their expressive skills. Dance Appreciation: Class discussion on the physical skills, technical skills, expressive skills and mental skills and attributes. Students, in pairs to have one of the attributes and give an example, via the white board of how to show this in a good way. Homework: Booklet, Page: Students are to find the definitions of the duet/trio expressive skills (Identify), they will describe where they have used them in their duet/trio (evidence) and explain how they relate to the stimulus of the piece.

Expressive skills, including: Projection Focus Spatial awareness Facial expression Phrasing

30 8th-12th May

EOE Choreography: Workshop/sections of: breaking, animation and waacking techniques. Performance:

Duet/Trio 2x Set Phrases (to decide once learnt) Choreography: First part will be teacher led and I shall teach them a development of the set

2x Set Phrases (to decide once learnt) Technique 3.1 Expressive skills, including: Musicality Sensitivity to

Students to practice and perform in groups of 8. Gain peer feedback from another students. Dance Appreciation: By watching a section of the performance and they will develop their knowledge of the above. Homework: Booklet, Page:

phrases. (Set Phrase 1 of 2). Students are to begin to use their knowledge of the choreographic process to choreograph a duet/trio using the two set phrases to develop. Students focus this lesson will be to develop Phrase 1 of 2. Performance: Students will perform to another group. They will be peer-assessed on their use and accuracy of their mental skills and attributes. Dance Appreciation: Class discussion on the physical skills, technical skills, expressive skills and mental skills and attributes. Students, in pairs to have one of the attributes and give an example, via the white board of how to show this in a good way. Homework: Booklet, Page: Students to give a PEE paragraph on how they used the following mental skills: movement memory, commitment, concentration, confidence. – They can draw pictures and give examples of good practice of each of these and how they will help in their dances.

other dancers Communication of choreographic intent including: Mood Meaning Idea Theme And/or style/style fusions

31 15th-19th May

EOE Choreography: Students to learn a different, small section of the work. This will enhance their knowledge of appreciation. Performance: Dance Appreciation:

Duet/Trio 2x Set Phrases (to decide once learnt) Choreography: First part will be teacher led and I shall teach them a development of the set phrases. (Set Phrase 2 of 2). Students are to begin

2x Set Phrases (to decide once learnt) Technique 3.1 mental skills and attributes (during performance) showing: Movement

Watch the piece in its entirety. Features of production focus on movement content and lighting. Write down at least three different movement motifs (split class into three groups to complete this task on laptops). Homework: Booklet, Page: Students to write a PEE paragraph – identify the section of movement, describe the movement learn using A/S/D and explain how it relates to the theme/stimulus.

to use their knowledge of the choreographic process to choreograph a duet/trio using the two set phrases to develop. Students focus this lesson will be to develop Phrase 2 of 2. Performance: Students will have a checklist with Developments on: this will be in columns with a. what they have chosen and b. how effective was it? Dance Appreciation: Students will be developing their knowledge of motif development further and how to develop a motif effectively – refer/go back to the choreographic process PP. Homework: Booklet, Page: Students to watch the set phrases and produce a min-map on how they can develop them into a duet/trio.

memory Commitment Concentration Confidence

32 22nd-26th May

EOE Choreography: Performance: Dance Appreciation: Watch the piece in its entirety. Features of production focus on movement content and lighting. Focus on the lighting of the three sections of movement from last lesson. (Perhaps get Jon in to do a half an hour workshop?) Create a table with the different kind of lights/descriptions

Duet/Trio 2x Set Phrases (to decide once learnt) Choreography: First part will be teacher led and I shall teach them a development of the set phrases. (Set Phrase 2 of 2). Students are to begin to use their knowledge of the choreographic process to choreograph a duet/trio using the two set phrases to develop. Students focus this lesson will be to develop Phrase 2 of 2.

2x Set Phrases (to decide once learnt) Technique 3.1 mental skills and attributes (during performance) showing: Movement memory Commitment Concentration Confidence

etc. Homework: Booklet, Page: Students to create a collage – with different pictures of different lighted settings with descriptions on how they can enhance the mood/atmosphere of the piece and how it can relate to a stimulus.

Performance: Students will have a checklist with Developments on: this will be in columns with a. what they have chosen and b. how effective was it? Dance Appreciation: Students will be developing their knowledge of motif development further and how to develop a motif effectively – refer/go back to the choreographic process PP. Homework: Booklet, Page: Students are to use their knowledge of the choreographic process. They are to pick two developments that they have made they can either draw, write, create a poster on how they were used effectively and how they enhanced their dance.

Half Term Focus on Infra by Wayne McGregor

Solo (Set Phrases) 33 5th-9th June

Infra Choreography: Begin to teach students the start of a phrase from the work focusing on the action, dynamic and spatial content. Performance: Students to perform a as a whole class to myself. Dance Appreciation: Watch the work in its entirety. Focus on Action, Dynamic, Spatial Content. Students to self-assess on how they

Solo (Breathe) 2x Set Phrases (to decide once learnt) Choreography: Students will watch Breathe. Students to learn the first third of the set phrase. Focus will be on the physical skills in this lesson. Correct body placement etc. Performance: Students will perform in 4 groups of 4 and 5. Dance Appreciation: Students will look at the mark scheme at the start of the lesson and

Solo (Breathe) Solo (Breathe) 2x Set Phrases (to decide once learnt) Choreography: Students to learn the first third of the set phrase. Focus will be on the technical skills. Performance: Students will perform in threes and gain peer feedback. Dance Appreciation:

copied the phrases exactly. Homework: Booklet, Page: Students to answer exam style questions based on the work and also a ‘motif question’ on what they have learnt.

will discuss, in groups what each element means. Using the mark scheme they will see how much progress they have made throughout the lesson. Homework: Booklet, Page: Watch breathe and note down important movements in the section they have learnt. List three things they did well (Identify) three descriptions of movement/motifs they did it well and explain how they believe they made it that way.

Students to watch the first third of the set phrase. They will be given a mind-map to fill in on the main technical skills needed (almost a mini quiz). Once filled out, they will practice, with a partner on how to get the technical skills entirely accurate using the mark scheme as guidance. Homework: Booklet, Page: Students will draw and annotate the first phrase of the set phrase using A/S/D (the annotations).

34 12th-16th June

Infra Choreography: In pairs, students are to make a phrase of movement that targets that specific dancer. In the style of Infra. Students to swap around half way through the lesson. Performance: Students are to perform their phrases to the whole class. Split class in half, back to back and students perform solo and gain feedback. Dance Appreciation: Students are using their knowledge of the choreographic process of

Choreography: Students to refine the first third of the set phrase. This be focusing on the technical skills needed with absolute accuracy. Performance: Dance Appreciation: Students will have the mark scheme – in different cut outs with annotations on to help. They will work in pairs to ensure that the technical movements are correct and entirely accurate. Homework: Booklet, Page: They will create three collages focusing on: Action – turn, travel, elevation, gesture, stillness, use of different

Infra Continue working in pairs to complete phrase task designed specifically for another dancer.

devising/creating material. Homework: Booklet, Page: Students to answer exam style questions based on the choreographic process and how they taught their partner.

body part, floor work, ToW. Dynamics – fast/slow, sudden/sustained, acceleration/deceleration, strong/light, direct/indirect, flowing/abrupt Spatial – pathways, levels, direction, size of movement, patterns, spatial design. Students will give a brief example of where each are in the set phrase.

35 19th-23rd June

Infra Choreography: Watch a part of a solo from Infra. ‘Solo’. Students are to be set a ‘choreographic task or choreographic problem for dancers to solve. They will create/complete this individually. Performance: Students will perform to another pair at the end of the lesson. Students will give each positive feedback and areas for improvement (all will be written on a target sheet). Dance Appreciation: Students will be using their 3.2 knowledge of choreography focusing on action, dynamic, spatial content. They will use this to create movement for another student. Homework: Booklet, Page: Students will create a quiz for

Solo (Breathe) 2x Set Phrases (to decide once learnt) Choreography: Students will watch Breathe. Students to learn the second third of the set phrase. Focus will be on the physical skills in this lesson. Correct body placement etc. Performance: Students will perform in 4 groups of 4 and 5. Dance Appreciation: Students will look at the mark scheme at the start of the lesson and will discuss, in groups what each element means. Using the mark scheme they will see how much progress they have made throughout the lesson. Homework: Booklet, Page: Watch breathe and note down important movements in the section they have learnt. List three things they did well (Identify) three descriptions of movement/motifs they

Solo (Breathe) Choreography: Students to learn the second third of the set phrase. Focus will be on the technical skills. Performance: Students will perform in threes and gain peer feedback. Dance Appreciation: Students to watch the second third of the set phrase. They will be given a mind-map to fill in on the main technical skills needed (almost a mini quiz). Once filled out, they will practice, with a partner on how to get the technical skills entirely accurate using the mark scheme as guidance. Homework: Booklet, Page:

themselves based upon action, space and dynamics – this could be a crossword, word search – anything they wish

did it well and explain how they believe they made it that way.

Students will draw and annotate the first phrase of the set phrase using A/S/D (the annotations).

36 26th-30th June

Infra Choreography: Students are to use the movement material from all three phrases learnt/created. This is the starting point for a new solo to be at least 45 seconds long. Performance: Dance Appreciation: Students will be using their knowledge of the choreographic process but also the 3.2 choreography criteria. In this lesson they will focus on structuring devices and selecting/developing material. Homework: Booklet, Page: Students are to draw/create a timeline of their structure of how they want their dance. What goes where – use different colours for different sections.

Solo (Breathe) 2x Set Phrases (to decide once learnt) Choreography: Students to refine the second third of the set phrase. This be focusing on the technical skills needed with absolute accuracy. Performance: Dance Appreciation: Students will have the mark scheme – in different cut outs with annotations on to help. They will work in pairs to ensure that the technical movements are correct and entirely accurate. Homework: Booklet, Page: They will create three collages focusing on: Action – turn, travel, elevation, gesture, stillness, use of different body part, floor work, ToW. Dynamics – fast/slow, sudden/sustained, acceleration/deceleration, strong/light, direct/indirect, flowing/abrupt Spatial – pathways, levels, direction, size of movement, patterns, spatial design. Students will give a brief example of where each are in the set phrase.

Infra Continue with development of Solo.

37 3rd-7th July

Infra Choreography:

Solo (Breathe) 2x Set Phrases (to

Infra Continue with

Students to use the choreographic process to begin to select and develop their solo. Focus on: choreographic devices. Such as: repetition, contrast, highlights, and climax. Performance: Students will perform their solo to another student, they will use verbal communication for this – what they did well, why they think they did well. What they could improve on and how they could improve it. Dance Appreciation: Watch a small section of Infra where choreographic devices are clearly evident. Relate back to theme and solos they are creating. Homework: Booklet, Page: Programme note and/or focusing on the choreographic intent including: mood, meaning, idea, theme, style/style fusions.

decide once learnt) Choreography: Students will watch Breathe. Students to learn the third, third of the set phrase. Focus will be on the physical skills in this lesson. Correct body placement etc. Performance: Students will perform in 4 groups of 4 and 5. Dance Appreciation: Students will look at the mark scheme at the start of the lesson and will discuss, in groups what each element means. Using the mark scheme they will see how much progress they have made throughout the lesson. Homework: Booklet, Page: Watch breathe and note down important movements in the section they have learnt. List three things they did well (Identify) three descriptions of movement/motifs they did it well and explain how they believe they made it that way.

choreographic process of selecting and developing solo.

38 10th-14th July

Infra Choreography: Performance: Dance Appreciation: Features of Production: Set, Lighting, properties, costume, dancers, aural setting, dance for camera Homework: Booklet, Page:

Solo (Breathe) 2x Set Phrases (to decide once learnt) Choreography: Students to learn the third, third of the set phrase. Focus will be on the technical skills. Performance: Students will perform in threes and gain peer feedback. Dance Appreciation:

Infra Refining and rehearsing using expressive and mental skills. Performance of new Solo using the three phrases from lesson.

Students will create themselves a revision poster with the set, lighting, props and dance for camera for Infra.

Students to watch the first third of the set phrase. They will be given a mind-map to fill in on the main technical skills needed (almost a mini quiz). Once filled out, they will practice, with a partner on how to get the technical skills entirely accurate using the mark scheme as guidance. Homework: Booklet, Page: Students will draw and annotate the first phrase of the set phrase using A/S/D (the annotations).

39 17th-21st July

Infra Choreography: Performance: Dance Appreciation: Features of Production: Set, Lighting, properties, costume, dancers, aural setting, dance for camera Homework: Booklet, Page: Students will create a revision poster based on costume, dancers and aural setting for Infra.

Solo (Breathe) 2x Set Phrases (to decide once learnt) Choreography: Students to refine the first third of the set phrase. This be focusing on the technical skills needed with absolute accuracy. Performance: Dance Appreciation: Students will have the mark scheme – in different cut outs with annotations on to help. They will work in pairs to ensure that the technical movements are correct and entirely accurate. Homework: Booklet, Page: They will create three collages focusing on: Action – turn, travel, elevation, gesture, stillness, use of different body part, floor work, ToW. Dynamics – fast/slow, sudden/sustained,

Solo: Breathe Performance, in a solo of each set phrase.

acceleration/deceleration, strong/light, direct/indirect, flowing/abrupt Spatial – pathways, levels, direction, size of movement, patterns, spatial design. Students will give a brief example of where each are in the set phrase.