The Dance Department strives to deliver a broad and balanced curriculum in an environment that students feel safe to express themselves. In Dance, students will participate in activities that differ from other ways of learning. Through dance, students will be given the opportunity to develop personal expression as well as being introduced to a variety of traditional, social, theatrical and cultural forms of dance.

Students are encouraged to become expert in their skills and techniques, and how to apply them to dance. They start to understand what makes a performance effective and how to apply these principles to their own and others' work. Students develop the ability to be able to take the initiative and make in order to improve performance.




In year 7, students develop their composition and performance skills through a variety of topics. Initially they are introduced to the basic principle of dance; action, space, dynamics and relationships through the scheme superheroes. Continuing to build on their skills students explore narrative dance by telling the story of Edward Scissorhands and using literacy as a stimulus in ‘The Jabberwocky scheme. Students also have the opportunity to watch and respond to professional dance such as ‘Swansong’ and ‘”Still life” at the penguin cafe’ as well as experience dance from other cultures learning.


SUPERHEROES Students are introduced to the basic principles of dance; action, space, dynamics and relationships. They are expected to create a dance piece in small groups, using key superhero movements along with the six basic actions, different levels and dynamics.

EDWARD SCISSORHANDS In this topic, students use dance to tell the story of Edward Scissorhands exploring still image, transitions and abstract movements.


SWANSONG This focuses on the professional dance piece ‘Swansong’ choreographed by Christopher Bruce. ‘Swansong’ is a dance piece based around a prisoner who has been wrongfully accused. Students begin to develop their appreciation skills by describing the movement and design features of the piece and explaining the meaning. In practical work students learn and develop a set solo based on the movement material in the piece and create a group piece using a chair as a prop based on key themes in the dance.

JABBERWOCKY Exploring literature as a stimulus, students create an imaginative response to the poem ‘The Jabberwocky’ by Lewis Carroll.



Students explore the professional dance piece, by continuing to build on their appreciation skills. In practical work they study the key themes, learning set material and creating their own material based on the animals in the piece.

INDIAN AND BOLLYWOOD Students learn some of the classical Indian dance hand gestures and use them to tell a story through dance. They also explore key body shapes and movement. In the Bollywood, students learn a class piece where they focus on the accuracy of the movements, timing and sense of style.




MUSICALS In this scheme students combine their singing, acting and dancing to prepare work based on a musical for a showcase performance to an audience.


GUERNICA Looking at the theme of Picasso’s painting ‘Guernica’, students create a dance piece based on the bombings and trying to escape. They also explore body shape by recreating movements that are taken from images in the picture.

GHOST DANCES This is based on a professional dance piece where students will continue to develop their appreciation skills. In practical work, students are required to learn repertoire in a trio and extend the choreography to show the theme of the piece.


URBAN Students explore pedestrian movement of urban life which is based around the idea of travel and the tubes. STREET DANCE In this scheme students have the opportunity to learn street dance including some break and locking and popping.

GCSE DANCE - THE COURSE Students that decide to study GCSE dance will focus on four main areas: Performance Safe dance practice Choreography Critical appreciation



Students will learn about the physical, expressive and mental skills necessary for effective performance. They will be required to gain understanding of how they can achieve a high quality performance through learning different dance styles.


Students will develop their knowledge of health, fitness and safe working practices relevant to their performance and choreographic work. They will gain an understanding of: personal care, nutrition, hydration and health for dancers. Effective warm-up and cool-down, the prevention and basic treatment of injury Safe practice techniques when performing particular styles and movements Personal presentation: dress, footwear, jewellery Safety in the dance space: flooring, temperature, ventilation, obstructions


Students will develop their effectiveness as a choreographer by exploring ideas, thoughts and meaning through movement. They will learn about the selection and use of action, dynamic, spatial and relationships to convey artistic intent as well as choreographic principles to shape their dance.


Students will develop their appreciation of dance by developing critical, perceptual, evaluative and reflective skills in response to their own work and the work of others. They will develop knowledge of different choreographers and professional works. The will also make links between the relationships of the performance, choreography and production and how these enhance understanding of time, place, character, mood and meaning.