Professional Focus Paper
Course: Dance
1.
Level: National 5
Who is this paper for and what is its purpose?
This paper is for teachers and other staff who provide learning, teaching and support as learners work towards
Dance National 5.
Curriculum for Excellence is a unique opportunity to raise achievement and to ensure that all learners are better
prepared than they have been in the past for learning, life and work. This is because the new curriculum gives real
scope to build learning from 3-18 in a joined-up, seamless way. As a result, progression in learning can be much
stronger with a clear focus on attributes and capabilities, skills (including higher-order thinking skills), and
knowledge and understanding. These are delivered through the experiences and outcomes of the 3-15 Broad
General Education (BGE) and, at the senior phase, through programmes build directly on the BGE leading to
qualifications. Because of a strengthened focus on the nature and quality of learning experiences, self-motivation is
likely to be increased and learners consequently more engaged and enthused. To ensure continuity and
progression, qualifications at the senior phase have been designed to embrace this unambiguous focus on highquality learning.
Curriculum for Excellence has the flexibility to meet the needs of all learners in their local circumstances, enabling
each to achieve their very best. For example, some centres may take the opportunity to offer qualifications over two
years which might involve learners bypassing qualifications at a given level, whereas others may enable learners to
work towards qualifications within one year. In both cases, the advice in this paper is relevant to the learning and
teaching approaches that learners will encounter. This paper, then, is intended to stimulate professional reflection
and dialogue about learning. It highlights important features of learning which are enhanced or different from
previous arrangements at this SCQF level.
How will you plan for progression in learning and teaching, building on the Broad General Education?
2.
What’s new and what are the implications for learning and teaching?
Staff in the past have been able to access practical performance dance units in a variety of dance genres. These
Units have been updated and are still available, leading to a Unit award in the specific dance genre. Details of
these NQ units (SCQF level 4) are available on the SQA website: www.sqa.org.uk.
In August 2011, the National Group Award in Dance was introduced. This course provides an introduction to the
knowledge and understanding, and skills in both technique and choreography. Assessment in this course is based
on a pass/fail over a series of learning outcomes. Arrangements for the National Progression Award in dance are
available on the SQA website.
DANCE
Dance National 5 provides, for the first time, a full academic course in dance. Learners will develop both their
technical skills in a range of dance styles and have the opportunity to develop their creativity and knowledge of the
processes of choreography. Learning experiences will be both practical and experiential with opportunities for
learners to build a knowledge base of both techniques and choreographic theories and principles. Learners will be
encouraged to embrace related elements, such as theatre arts and appreciating performances, all of which inform
their own development.
The course consists of two Units.
 Dance: Technical Skills
 Dance: Choreography
Course assessment will consist of two components.
1.
2.
Performance of a solo in one dance genre.
A practical activity including:
 creating and presenting of a choreography for two dancers
 a choreography review.
What are the key aspects of Dance National 5?
Technical skills
 Develops knowledge and understanding of a selected dance style by describing the skills and characteristics of
that style, as well as the social and cultural influences on the selected dance style.
 Encourages learners to develop, through knowledge and practical experience, their technical skills in two
contrasting dance styles.
 Encourages reflection in the process of developing and refining performance.
 Applies safe dance practice in performance.
 Develops technical skills towards demonstrating dance sequences (minimum 1.5 minutes) in two contrasting
dance styles.
 Prepares learners for final assessment where they perform a solo in one dance style.
How will you ensure that you plan and select the most appropriate dance styles for your learners?
Choreography
 Provides the learner with the opportunity to develop knowledge and understanding of basic choreographic
principles, devices and structures.
 Develops knowledge and understanding of the application of theatre arts to enhance ideas, themes and
stimulus within performance.
 Builds on observation of the work of choreographers to inform their own creative process.
 Encourages the learner to research and select a theme, ideas and stimulus for their choreography.
 Provides the learner with experience in working with others towards a performance.
 Encourages evaluation within the choreographic process to inform refinement and development
 Prepares learners for final assessment when they present a choreography for two dancers.
 Provides learners with knowledge and understanding in the writing of a support log for their final choreography.
How will you ensure that learners are exposed to a wide range of dance practitioners and choreographers in order
to inform their own work?
DANCE
What are the key features of learning in Dance National 5?
Active learning
Working in dance, learners will build knowledge and understanding in a wide range of practical contexts developing
technical skills and choreographic experience. Learners will have the opportunity to use analysis and evaluation to
inform and refine performance, while developing knowledge, understanding and expertise in communicating ideas
and feelings within the creative process.
How will you ensure that you empower learners to become actively involved in their development?
Learning Independently
Learners will need to focus on their own learning and development, whether it is in refining performance in
technical sequences, or in making personalised choices regarding theme, ideas, stimulus and motifs for their
choreography. To this end, the practitioner will act as a facilitator, ensuring that relevant and appropriate
knowledge and experiences underpin all learning experiences. Throughout this process, learners will continually
review and evaluate their work, as they move towards final assessment in the performance of dance and
presentation of their choreography. They will make decisions regarding improvement, communicate effectively with
their dancers in their choreography, and set goals for the completion of tasks. In their own performance, they will
work towards building confidence and mental focus, as they learn to accept feedback and refine performance in
order to achieve success in the course.
How will you ensure that the programme of work you devise meets the needs of the learner and provides
experiences that encourage independent learning?
Responsibility for learning
Practitioner: A structured programme of work will provide motivation, and inspiration, involving a breadth of
experiences that facilitate learning. Relevant knowledge and understanding, integrated with a wide range of
practical experiences, will allow learners to develop throughout the course. Regular monitoring of work will ensure
that learners progress successfully.
Learners: It is important that each learner accepts responsibility for their own work, building a body of knowledge,
skills and experiences that will inform their development, as they prepare for final performance and assessment.
Following and maintaining course structure will be essential, especially where the focus shifts to planning and
delivering their choreography. Learners should be encouraged to identify areas of concern which could negatively
impact on their progress. When taking on the role of choreographer, learners should work with a sympathetic
understanding of the needs of others, encouraging and leading during the development of their choreography.
How will you plan a programme of work that will provide opportunities for learners to build knowledge, research,
and experience the work of other practitioners and choreographers?
How will you ensure that learner progress is monitored?
DANCE
Collaborative learning
Working together is an important feature of work in Dance National 5. Within technical skills, collaborative learning
can involve working with a partner or a group to often combine newly learned techniques into a short motif. In
performance in dance, working in unison is a major requirement. This involves working together to create the exact
precision in musicality, shaping, dynamics and performance quality.
In choreography, collaborative learning is more evident. Learners take on the responsibility of either being the
choreographer or the dancer. In this context, creating a positive culture within the group can make it easier for
ideas to be accepted or rejected.
The choreographer leads the dance, ensuring that the development is a positive and enjoyable experience. At
times this will necessitate directing and guiding, at others it will require listening to the thoughts and feelings of the
dancers. Being fully prepared in this role is important. Dancers involved in the development of choreography will
require patience, the ability to accept another’s ideas and a sensitivity to know when and how to discuss concerns.
How will you ensure that collaborative learning is a feature of your programme of work and that learners are fully
aware of the different roles and dynamics when working with others?
Application of skills and knowledge
Within the learning process, the practitioner imparts knowledge of technical and choreographic skills. The learner
builds a repertoire of these skills alongside a body of knowledge of good practice. This information is then applied
in the development and refinement of performance and the planning and delivery of their choreography. Technical
skills will be developed in a range of contexts, where feedback continually informs improvement. Opportunity might
be given to apply knowledge of specific technical skills in the creating of short motifs. Learners also develop an
understanding of the performance qualities in dance such as accuracy, musicality, timing and dynamics, applying
them in their performance.
In choreography, learners will develop knowledge and understanding of structures, devices, use of stimulus,
themes, relationships, and spatial elements. Using creative thinking skills, this knowledge is then applied to the
planning and development of their choreography. Part of the final assessment also involves a support log where
learners will use their knowledge to document the process of their choreography. Final assessment culminates in
the learner being challenged to apply the complete body of knowledge and practical skills in the performance of a
solo piece of dance, choreographed by the practitioner, and the presentation of their choreography for two dancers.
How will you ensure that you encourage learners to build knowledge and understanding of the relevant skills within
Dance National 5 and be aware of the importance of applying them to the development of their performance?
DANCE
3.
Qualification information
The SQA website provides you with the following documents:
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Assessment overview
Course Specification
Unit Specification
Support Notes
Course Assessment Specification
Unit Assessment Support Packages
Dance National 5: http:/www.sqa.org.uk/47389.html
4.
What other materials are available on the Education Scotland website which staff
could use?
As part of the choreographic unit in Dance National 5, learners are required to investigate a variety of stimulus for
dance. To this end, staff may find researching both the music section and the art section on the Education Scotland
website beneficial. Information regarding theatre arts will also be available in the section relating to drama.
Support materials have been produced over the last year to support Curriculum for Excellence and further support
materials and events are planned. This downloadable list is updated quarterly with the most up-to-date details
available from the page below.
Published and planned support for Curriculum for Excellence:
http://www.educationscotland.gov.uk/publishedandplannedsupport
T +44 (0)141 282 5000 E enquiries@educationscotland.gov.uk W www.educationscotland.gov.uk
Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
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