Our aim is to develop an atmosphere where involvement, creativity and confidence can flourish for all
Dance makes a unique contribution to the education of all students. We recognise that dance can enrich an individual's life through the development of their cultural and social awareness. Through its use of non-verbal communication students are able to participate in a way which differs from any other area of learning. This allows every student to succeed highly in any or all of the strands of dance; performance, composition and appreciation.
|Department staffing structure from September 2011
|Head of Dance
||Miss J Johnson
|Second in Charge of Dance
||Miss S England
|Teacher of Dance
||Mr L Hazlewood
|Teacher of Dance
||Miss D Hapeshis
|Teacher of PE and Dance
||Miss N Hale
Key Stage 3
Although Dance falls under PE national Curriculum at The Jo Richardson Community School Dance is taught under the Performing Arts curriculum. In Key Stage 3 the students learn units based on:
|Intro to Dance
|The Car Man
||My Name is Cocaine
||Chance and Maths
||Street Dance/Urban Symmetry
|Nightmares and Dreams
||The Dark Side
Key Stage 4
In Year 10 and 11 we currently offer AQA GCSE Dance.
At The Jo Richardson community School we offer EdExcel Applied AS/A-Level in Performing Arts with a Dance major.
The qualification encourages learners to develop knowledge, skills and understanding of:
- techniques and approaches required in one or more performing arts areas of study
- working methods linked to industry practice
- how their own skills and aptitudes could be best employed in further study and/or work within related sectors
- breadth of sector through exploring its products and processes
- outcomes of industry practice in terms of people, products, services and contexts
- social, historical and cultural influences.
In addition, the qualification develops ways of working that encourages learners to:
- develop their skills, technique and work attitudes to a standard that allows progression to further training or work
- apply working methods used by professionals as individuals and in teams, as well as with audiences and commissioners
In Key Stage 3 homework is not traditionally set. Although often the students give up their time to rehearse or prepare for performance.
At Key Stage 4 formal homework is regularly set. Students are also required to be available for regular rehearsals as appropriate for performances and coursework.
At Key Stage 5 all homework is portfolio based. It is paramount this is kept up throughout the entire course.
At key Stage 3 each complete unit is marked and National Curriculum levels are shared. The students are aware of the grading criteria and regularly review and set targets to move up to the next level. At the end of each unit students complete an Assessment for Learning booklet to identify progress, record results and set targets for the following unit of work.
At key stage 4 and 5 the students are set aspirational targets and are mentored to understand the requirement to achieve these.