Unit | Content |
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Unit 1 |
Students use Marvel characters and the concept of superheroes as stimuli for the creation of freeze frames and short sequences of movements. They learn to adapt a dance sequence, using basic choreographic devices and elements of space. Key knowledge developed:
Key skills developed:
Assessment: Formative assessment from the teacher throughout the unit, and both peer- and self-assessment against a series of "I can" statements. Students' group performances are presented to the class and assessed summatively at the end of the unit. |
Unit 2 |
This unit introduces students to Matthew Bourne's 1992 interpretation of Tchikovsky's The Nutcracker (1892). Students develop their understanding of dance theory, recognising how dynamics and the size of movement can change an audience's interpretation. Students take part in improvisation tasks and learn how this tool can support the choreographic process. Key knowledge developed:
Key skills developed:
Assessment: Formative assessment from the teacher throughout the unit, and both peer- and self-assessment against a series of "I can" statements. Students' group performances are presented to the class and assessed summatively at the end of the unit. |
Unit 3 |
This unit encourages students to consider how they can engage an audience through performance. Students continue to build on the physical skills and knowledge they developed in the previous unit, and are introduced to the expressive and narrative skills they need to communicate emotions. Each pair of lessons focuses on a different musical, giving students a range of characters and stories to portray. Key knowledge developed:
Key skills developed:
Assessment: Formative assessment from the teacher throughout the unit, and both peer- and self-assessment against a series of "I can" statements. Students' group performances are presented to the class and assessed summatively at the end of the unit. |
Unit 4 |
This unit introduces students to an exciting dance style, while continuing to develop their performance skills. Students learn about the origins of Lindy Hop and the skills needed to dance in this style. Throughout this unit, students develop their understanding of safe practices, and learn to take responsibility for leading their class in a safe and effective warm-up, demonstrating important leadership skills. Key knowledge developed:
Key skills developed:
Assessment: Formative assessment from the teacher throughout the unit, and both peer- and self-assessment against a series of "I can" statements. Students' group performances are presented to the class and assessed summatively at the end of the unit. |
Units 5 and 6 |
This unit teaches students to understand and experience methods of choreographing dances. Students explore multiple stimuli and consider the different ways of using these to choreograph movement. Students create their own choreographic intent and learn to reflect on their movement to ensure it aligns with their intent. This unit encourages students to explore the use of action and space, and to reflect critically on their own work and that of their peers. Key knowledge developed:
Key skills developed:
Assessment: Formative assessment from the teacher throughout the unit, and both peer- and self-assessment against a series of "I can" statements. Students' group performances are presented to the class and assessed summatively at the end of the unit. |