Programme of Study and Success Criteria for Key Stage 3 - DANCE
Programmes of Study
Success Criteria
Year 7
Year 7
Autumn Term:
CHARACTER
SECRET AGENTS
ASSESSMENT
PERFORMANCE – Focus, energy,
CHOREOGRAPHY – Unison, canon, characterization, Contact work and size of
movement, pathways.
APPRECIATION – Spoken Feedback, individual, whole group discussion.
CROSS-CURICULAR LINKS
NUMERACY – Size and pathways
THRESHOLD CONCEPTS
 A sound knowledge of the role of the secret agent
 Be able to identify basic knowledge of performance and
choreography.
KEY SKILLS
 Unison.
PERFORMANCE:





Demonstrate technical skill in the five basic body actions, such as
jumping, turning, balancing and travelling. (e.g. height, clarity of
shape in the air and a controlled landing when jumping)
Demonstrate complex combinations of body actions with fluidity and
control (e.g. performing a phrase of movement that included and links
together smoothly jumping, rolling and balancing)
Demonstrates clarity and precision in the use of contrasting dynamics
(e.g. the difference between fast, explosive action and smooth,
sustained action.)
Demonstrate a sense of musicality and rhythm, alone and in time with
a partner (e.g. working to the beat and maintaining a pulse, rhythmic
accuracy and phrasing.)
Demonstrate facial expressions that help communicate the idea (e.g.
shock, fear and surprise).
COMPOSITION:


Create movements that relate to the theme and use a variety of body
actions and dynamics.
Develop and adapt movements using simple choreographic devices.
(e.g. leading and following, question and answer, repetition, levels,


Gesture.
Contact work

Spring Term:
CURRENT CHOREOGRAPHERS
The Carman – Matthew Bourne
ASSESSMENT
PERFORMANCE – Timing
CHOREOGRAPHY – Incorporation of props, levels
APPRECIATION– Spoken Feedback, individual, whole group discussion.
CROSS-CURICULAR LINKS
NUMERACY – Levels
THRESHOLD CONCEPTS
 An understanding of current and professional choregrapher.
 An ability to identify and use props in a successful way.
KEY SKILLS
 Focus.
 Projection.
 Team work
Summer Term:
Cartoon Capers
ASSESSMENT
PERFORMANCE – Facial expression, dynamics.
size, unison, canon, enlargement.)
Create a narrative as a group.
APPRECIATION:




Identify key characteristics of performance and choreography that
occur within the performance.
Draw and describe key formations and pathways.
Comment on the work of others, identifying strengths and areas of
developments (e.g. acknowledging moments where characterisation
is well expressed and highlighting moments that need further
attention to dynamic clarity.)
Set realistic targets for improvements.
CHOREOGRAPHY – Adaptation of taught phrase.
APPRECIATION– Spoken Feedback, individual, whole group discussion.
CROSS-CURRICULAR LINKS
THRESHOLD CONCEPTS
 To be able to perform with focus and character
 Be able to select appropriate movement to develop.
KEY SKILLS
 Canon.
 Sensitivity to other performers.
 Accuracy of action.
Year 8
Autumn Term
Bootcamp
ASSESSMENT
PERFORMANCE – Focus, Precision, Energy, timing.
CHOREOGRAPHY – Spatial formations, Unison, Canon.
APPRECIATION– Spoken Feedback, individual, whole group discussion.
CROSS-CURRICULAR LINKS
NUMERACY – Sight lines, Angles, Spatial awareness.
THRESHOLD CONCEPTS
 Be able to Perform set material in the style of bootcamp
 Be able to work as a team to choreography a strong and physical piece
of choreography.
KEY SKILLS
Year 8
PERFORMANCE:







Demonstrate technical skill in the five basic body actions, such as
jumping, turning, balancing and travelling. (e.g. height, clarity of
shape in the air and a controlled landing when jumping)
Demonstrate energy, confidence and appropriate attitude.
Demonstrate control and elegance in execution of movements. (e.g.
control when landing from contact work or moving over and around
other dancers)
Demonstrate safe practice when in close proximity of other dancers.
Demonstrate complex combinations of body actions with fluidity and
control (e.g. performing a phrase of movement that included and links
together smoothly jumping, rolling and balancing)
Demonstrates clarity and precision in the use of contrasting dynamics
(e.g. the difference between fast, explosive action and smooth,
sustained action.)
Demonstrate a sense of musicality and rhythm, alone and in time with
a partner (e.g. working to the beat and maintaining a pulse, rhythmic
accuracy and phrasing.)
Focus, energy, projection, unison, canon, spatial formations.
Spring Term
CULTURAL INFLUENCES
Tribes
ASSESSMENT
PERFORMANCE – Eye contact, projection, energy, dynamics
CHOREOGRAPHY – Spatial Formation, canon, repetition.
APPRECIATION– Spoken Feedback, individual, whole group discussion.
CROSS CURRICULAR
NUMERACY – Sight lines, Angles, Spatial awareness.
THRESHOLD CONCEPTS
 Show energy and attempt to replicate authentic tribal movement.
 Perform with rhythm and energy.
KEY SKILLS
 Unison
 Canon
 Repetition
 Team work

COMPOSITION:




CURRENT CHOREOGRAPHERS
Rooster – Christopher Bruce
ASSESSMENT
PERFORMANCE – Energy, dynamics. Flow, transitions
CHOREOGRAPHY – use of space, solo, group work, space, unison, canon.
APPRECIATION– Spoken Feedback, individual, whole group discussion.
Create movements that relate to the theme and use a variety of body
actions and dynamics. (e.g. responding imaginatively to tasks.)
Use a range of contact ideas to help communicate the narrative of
work. (e.g. Lifting a partner, using a partner as a base and assisting
partners flight)
Develop and adapt movements using choreographic devices. (e.g.
leading and following, question and answer, repetition, levels, size,
unison, canon, enlargement.)
Create a narrative as a group, using clear use of space to add variety
and interest.
APPRECIATION:



Summer Term
Demonstrate facial expressions that help communicate the idea (e.g.
shock, fear and surprise).

Identify key characteristics of performance and choreography that
occur within the performance.
Draw and describe key formations and pathways.
Comment on the work of others, identifying strengths and areas of
developments (e.g. acknowledging moments where characterisation
is well expressed and highlighting moments that need further
attention to dynamic clarity.)
Set realistic targets for improvements.
CROSS-CURRICULAR LINKS
NUMERACY – Sight lines, Angles, Spatial awareness.
THRESHOLD CONCEPTS
 Be able to perform rep from professional work and develop into a
trio.
KEY SKILLS
 Unison
 Canon
 Accurate reproduction of movement.
Year 9
Autumn Term
MODERN, MULTI-CULTURAL BRITAIN
Year 9
PERFORMANCE:

Urban Playground/ Culture
ASSESSMENT

PERFORMANCE – Focus, Energy, Dynamics
CHOREOGRAPHY – Levels, Pathways, Contact work, Group formations.
APPRECIATION– Spoken Feedback, individual, whole group discussion.

CROSS CURRICULAR
Link to other art forms – paintings, songs etc
NUMERACY – Sight lines, Angles, Spatial awareness.
ART, DESIGN & TECHNOLOGY – Costume, prop design/making
THRESHOLD CONCEPTS



Demonstrate good co-ordination of technical skill in the five basic
body actions, such as jumping, turning, balancing and travelling. (e.g.
height, clarity of shape in the air and a controlled landing when
jumping)
Demonstrate energy, confidence and appropriate attitude when
performing, showing ability to remember motifs.
Demonstrate control and elegance in execution of movements. (e.g.
control when landing from contact work or moving over and around
other dancers)
Demonstrate safe practice when in close proximity of other dancers.
Demonstrate complex combinations of body actions with fluidity and
control (e.g. performing a phrase of movement that included and links
together smoothly jumping, rolling and balancing)
Demonstrates clarity and precision in the use of contrasting dynamics.
Allow the work to be rich in contrasting dynamics, building to a climax
to enhance communication of the dance idea. (e.g. the difference
between fast, explosive action and smooth, sustained action.)

to be able to make connections between art forms and culture

KEY SKILLS




Characterisation
Accuracy
Dynamic Contrast
COMPOSITION:
Spring Term


Facebook
ASSESSMENT
PERFORMANCE – Energy, Focus, dynamics.
CHOREOGRAPHY – Development of gesture.
APPRECIATION– Spoken Feedback, individual, whole group discussion.


CROSS CURRICULAR
Link to popular culture
THRESHOLD CONCEPTS
 to be able to work together to create their own piece of
choreography
KEY SKILLS
 Unison
 Contact work
 Control



CROSS - CURRICULAR
Create movements that relate to the theme and use a variety of body
actions and dynamics. (e.g. responding imaginatively to tasks.)
Use a range of contact ideas to help communicate the narrative of
work. Use manipulation and contact improvisation to develop contact
work. (e.g. Lifting a partner, using a partner as a base and assisting
partners flight)
Develop and adapt movements using choreographic devices. (e.g.
leading and following, question and answer, repetition, levels, size,
unison, canon, enlargement.)
Create a narrative as a group, using clear use of space to add variety
and interest.
APPRECIATION:
Summer Term
Numeracy
Demonstrate a sense of musicality and rhythm, alone and in time with
a partner (e.g. working to the beat and maintaining a pulse, rhythmic
accuracy and phrasing.)
Demonstrate facial expressions that help communicate the idea (e.g.
shock, fear and surprise).

Identify key characteristics of performance and choreography that
occur within the performance. Showing the understanding of key
roles, i.e. choreographer and performer. Identify the choreographer
of influences of the piece.
Draw and describe key formations and pathways performed,
commenting of choreographic journey the group have developed.
Comment on the work of others, identifying strengths and areas of
developments (e.g. acknowledging moments where characterisation
is well expressed and highlighting moments that need further
attention to dynamic clarity.)
Set realistic targets for improvements.
ASSESSMENT
PERFORMANCE – Focus, energy, dynamics,
CHOREOGRAPHY – Accurate reproduction of movement. Re-ordering of
movement.
APPRECIATION– Spoken Feedback, individual, whole group discussion.
CROSS CURRICULAR
NUMERACY
THRESHOLD CONCEPTS
 Links to numeracy.
KEY SKILLS
 Projection
 Sensitivity to other performers
 Entrances and exits