Outstanding GCSE Dance teaching to raise attainment
ABOUT THIS COURSE
This course is intended for all teachers who wish to ensure the high achievement of students in GCSE DANCE. The course focuses on excellent teaching approaches, methods, resources, and techniques to help teachers raise attainments in students of all abilities by improving student confidence, knowledge and a stronger understanding of what examiners are looking for.
BENEFITS OF ATTENDING
Exploring ways to promote the GCSE Dance course
Develop strategies for improving confidence tackling the written paper
Exploring ways to motivate and engage students practically and theoretically
Ways to stretch and challenge the higher-level thinkers
Develop the use of modelling and differentiation for low ability students
Take away methods to increase uptake at KS5
Take away a toolkit of techniques of tips and hints
What is an expert Dance Teacher?
10.00 – 10.30am
Exploring a vision for yourself as an expert Dance teacher
Evaluating your current strengths and weaknesses
Reflecting upon the challenges you face; different contexts may require different tools and skills
Choreography and Performance: Beginning at the End
10.30 – 10.50am
What do the examiners want to see? Understand what is expected for outstanding performances and how to support less experienced students.
Explore how you can teach and rehearse the phrases with equal emphasis on all three skills
Expert strategies for feedback to challenge your students to achieve their potential and beyond.
Put yourself in their shoes- model for the students to cement the importance of concentration, commitment, movement memory and confidence – fundamental skills to turn your students into dancers.
10.50 – 11.10am
Teaching Choreography from the start – hitting the ground running from September
11.10 – 11.30am
Covering the basics: motif and development
Shopping at ASDR (action, space, dynamics and relationships) how to teach the what, when and how of dance analysis so students effortlessly refer to this in theory and choreography.
Writing about choreography from the start using ASDR.
Celebrating choreography: teaching it with a passion whilst creating an environment which encourages students to get the buzz for creativity.
How to use professional works to inspire and solidify the principles of choreography.
Unpacking Choreography Briefs –Unpacking the choreography questions to engage students in their response.
11.30 – 12.15pm
Using a past question we will practically explore:
The importance of researching the question to maximise creativity and complexity
Improvising; generating; selecting and developing movement – simple practical tasks for your students, to get them started.
ASDR analysis to provide focus for your students.
Playing with canon, repetition, contrast and climax ; some essential skills students need to use in their choreography
Play with contact work and other relationships needed for exciting group choreography.
Strategies for the weaker or underconfident student with tips and tricks
Looking at “Flight plans” to motivate and organise even the most disorganised students in preparation for the deadline date.
Moving to Advanced Choreographing understanding what exceptional is in the selection and use of choreographic skills.
12.15 – 1.00pm
“Show me something I haven’t seen before!” How to encourage your students to seek originality in their dances.
The importance of space and structure: what the most successful students manage to consider in composition.
Creating the wow factor: guiding your students on musical choices, use of costume and set.
Methods for concise and regular feedback to positively motivate and challenge your dancers.
Characteristics of the most successful candidates in the choreography component
1.00 – 2.00pm
Analysing and marking top band, medium top band and bottom band exemplar solos and group choreographies.
2.00 – 2.40pm
How can they improve it before the deadline? Explore ways of improving potential in students using rehearsal footage
What does a top band choreography look like?
It’s the little things that count – focusing on the detail
What mark would you give it? Understand the marking criteria
Read the programme note – understand how this identifies the response to the question and focusses the attention of the examiner.
Innovative Ways to Bring to Life The Written Paper for high band success
2.40 – 3.40pm
Teaching theory in practical lessons and practical in theory lessons -holistic teaching
Tips on revision games and quizzes so that progress is made on low stake testing
Participate in an essay race: a competitive and energetic task to improve pupil’s approach to 6 and 12 mark questions.
Louise Judd has been teaching and performing within the Arts for over 20 years. A wealth of practical knowledge and experience from teaching LAMDA Drama, ISTD Dance genres and BG gymnastics.
Head of Dance in her third state school for the past 13 years teaching and managing a department of GCSE, BTEC and A-level Dance students. On developing the department saw a rise in cohort numbers, a noticeable raise in attainment and students dramatically improved outcomes with 100% pass rate. This is also reflected by achieving ‘outstanding’ during repeated Ofsted inspections in her current School. Louise also supports local schools in developing their dance curriculum for Primary and secondary teachers.
WHO SHOULD ATTEND
Heads of Dance
Teachers of Dance and NQTs
THIS COURSE INCLUDES
A specially prepared folder of detailed notes, practical advice and guidance
Notes prepared by the educational experts leading the course