ABOUT THIS COURSE

In this course you will maximise success with effective strategies for the crucial non-examined Component 1. This is an advanced course offering in-depth training for teachers looking for ideas which will help their students achieve at the higher level. Delegates will actively engage with a full range of example assessments and also improve their ability to show candidates how the assessment criteria can shape the process of developing excellence in performance and choreography, rather than a mark scheme designed to assess a final product. ,p>Proven strategies for weaker or underconfident students will be suggested, along with ways of developing performance and choreographic skills across KS3-5, with the aim of encouraging a love of choreography underpinned by an understanding of the creative process. The course will show how to organise, teach and assess student work through the 2 year course, and provide effective approaches for rapid progress to enable students to succeed in A-Level dance Component 1.

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BENEFITS OF ATTENDING

• Take away proven strategies,  approaches and monitoring processes for Performance and Choreography at A-Level
• Gain a range of effective methods that encourage low, mid and high ability students
• Raise academic and skills standards in performance
• Raise academic and skills standards in choreography
• Learn ways to mitigate the risk of subjectivity
• Gain confidence in tackling the choreographic process
• Improve understanding of assessment criteria and how to use them

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PROGRAMME

Overview, principles and aims of the assessment

10.00 – 10.30am

• Key messages from the examiners from 2023
• The Assessment criteria – content and structure
• What makes the best students stand out?
• Helping students see the connections between NEA and exam work: teaching techniques that work

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Success with the Performance: Solo & Quartet

10.30 – 11.30pm

• Teaching requirements to ensure successful NEA in the practical areas in which students struggle and how to approach these when teaching
• In-depth coverage of the moderation and activity requirements
• Practical performance – analyse examplars and expectations for successful approaches
• Ways to present evidence to maximise the chances of problem-free moderation
• Evaluate, assess and apply grading to examplar performances in a Solo and within a Quartet

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Discussion: coffee break

11.30– 11.45m

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Unpacking Choreographic Briefs

11.45 – 12.45pm

• Unpacking choreographic briefs – exploring
• Types of composition briefs
• Researching briefs
• Strategies forthe weaker or underconfident student
• Balancing creative freedom and with the expectations of the examiner
• Actively explore examples including using Broadway Boogie Woogie

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Lunch and informal discussion

12.45 – 1.30pm

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Success in Choreography

1.30 – 2.00pm

• Explore, analyse and evaluate a range of choreograph compositions
• What are the key characteristics of A/A* choreographic compositions and how can we apply this into our teaching?
• Potential hazards to avoid
• Analyse in-depth the depth, rigour and detail required for high quality, top level choreography compositions and what this means for your student learning and best practice for your teaching

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Developing Choreographic Skills

2.00 – 2.45pm

• Hidden aspects to the mark schemes
• Questions, and feedback – getting students thinking
• Developing students skills – ways to encourage your students to be original, creative, exciting
• Essential skills – using the “choreography toolkit”
• Key terms and more considerations
• Effective and stimulating ways to use professional works to inspire and solidify choreographic principles

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Discussion: afternoon tea

2.45 – 2.55m

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Monitoring and Feedback Processes

2.55 – 3.30pm

• Verbal feedback vs. written feedback
• Minimising time for teachers but maximising feedback value
• Monitoring processes
• The power of assessment as a part of the process

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Making a piece of choreography outstanding

3.30 – 3.45pm

• Making a piece of choreography outstanding

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Depart

3.45pm

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