Keynote Educational


Outstanding GCSE Dance teaching to raise attainment

Course Code:


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.


  • 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.

Morning Break

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.


London | Thursday 12 January 2023

Please select your preferred date

This course, tailored to suit, can be delivered in your school. Discuss this further with our CPD team on 01625 532974 or click below to make an enquiry.


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.


  • Heads of Dance
  • Teachers of Dance and NQTs


  • A specially prepared folder of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance

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