Dance

The Course

The Subject Application part of the Dance GTP Course is continually revised and updated in order to respond to feedback from trainees and mentors and to take account of ongoing government initiatives and legislation. It has been planned to include a range of experiences that will allow trainees to develop the knowledge, skills, understanding and awareness to become good Dance teachers. There are three elements that contribute to this: the Subject Application course; the generic Professional Studies course and the two school placements. Making coherent links between these three elements is essential if trainees are to exploit the course to its full potential and make the most of their development opportunities over the course of the year.

Dance Content

During the course trainees will become acquainted with the content and nature of the Dance curriculum 11 - 18 and will develop a language to describe the teaching and learning of Dance. Relevant literature such as the National Curriculum, OFSTED Reports, and the National Strategies will provide a framework to describe Dance, the variety of activities, outcomes of related activities and ways of promoting Dance in the classroom. A wide range of exemplar resources and methods will be used so that trainee teachers experience different approaches, reflect on their experiences and consider the implications for the classroom. Specific aspects of classroom organisation and management of the National Curriculum and the National Strategies will be introduced. The appropriate use of ICT in teaching and learning in Dance will be addressed throughout the course. Sessions will involve trainees in discussions, presentations of work and practical activities. Each session is supported by relevant subject reading.

Dance in the National Curriculum - Key Concepts

Dance is part of the PE curriculum at KS3. As part of this curriculum Dance develops pupils' competence and confidence to take part in a range of physical activities that become a central part of their lives, both in and out of school.

A high-quality Dance curriculum enables all pupils to enjoy and succeed in many kinds of physical activity. They develop a wide range of skills and the ability to use compositional ideas to perform successfully. When they are performing, they think about what they are doing, analyse the situation and make decisions. They also reflect on their own and others' performances and find ways to improve them. As a result, they develop the confidence to take part in dance activities and learn about the value of healthy, active lifestyles. Discovering what they like to do, what their aptitudes are at school, and how and where to get involved in dance activity helps them make informed choices about lifelong physical activity.

Dance helps pupils develop personally and socially. They work as individuals, in groups and in teams, developing concepts of personal and social responsibility. They take on different roles and responsibilities and learn how to be effective in creative and challenging situations.
There are a number of key concepts that underpin the study of Dance and students need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding.

1.1 Competence
1. Developing control of whole-body skills and fine manipulation skills.
2. Selecting and using skills and compositional ideas effectively.
3. Responding with body and mind to the demands of an activity.
4. Adapting to a widening range of familiar and unfamiliar contexts.

1.2 Performance
1. Understanding how the components of competence combine, and applying them to produce effective outcomes.
2. Knowing and understanding what needs to be achieved, critically evaluating how well it has been achieved and finding ways to improve.
3. Appreciating how to make adjustments and adaptations when performing in different contexts and when working individually and in groups.
4. Understanding the nature of success.

1.3 Creativity
1. Using imaginative ways to express and communicate ideas, solve problems and overcome challenges.
2. Exploring and experimenting with techniques and compositional ideas to produce efficient and effective outcomes.

1.4 Healthy, active lifestyles
1. Understanding that dance as a physical activity contributes to the healthy functioning of the body and mind and can form a component of a healthy lifestyle.
2. Recognising that regular dance activity that is fit for purpose, safe and enjoyable has the greatest impact on physical, mental and social wellbeing.