ABOUT THIS COURSE

This course is designed for all teachers looking to prepare their students well for success in  A level Dance. The course will take teachers through both Components 1 and 2 and will offer a range of practical strategies and approaches and examination tips to support high attainment for your students, as well as pushing forward the performance of students of all abilities.

BENEFITS OF ATTENDING

  • Gain practical teaching strategies which engage students, develop their confidence and lead to success
  • A detailed look at the different demands of each component and how to raise performance on each
  • Obtain strategies for both practical and written tasks that enable all students tsucceed, including those aiming for A and A*
  • Support students in managing their own learning with self assurance
  • Develop students’ research skills and utilise new resources with students that encourage higher level thinking
COURSE DATES London | Monday 11 November 2019

London | Monday 2 March 2020

WHO SHOULD ATTEND? 
  • All teachers of Dance
COURSE CODE 7565
IN-SCHOOL You can also book this as an In-School Course
INCLUDED
  • A specially prepared folder of 50+ pages full of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance
  • Two course restaurant lunch
  • Refreshments throughout the day
  • Guaranteed high quality venues

 

10.00-10.45am
Feedback on Summer 2019

  • What the A* candidates did well, what the C grade candidates didn’t do so well and applying this to your teaching
  • How missing out on short answer questions can cost students grades – quick exam technique strategies
  • Avoiding general statements and a lack of clarity in written answers
  • Training and development of bodily skills over the two years of the course

10.45 – 11.00am
Coffee break and informal discussion


11.00 – 12.00
Advanced focus points in structuring and working through the specification

  • The time allocation: key demands and key areas to focus on given the amount of marks for each section
  • Teaching the context, influences, and significance of the character of a Dance
  • Deep examination of context – using who?/what?/when?/why? questions to push students
  • Clear strategies for remembering the ‘detail’: how Dance students can produce quality answers and performances

12-00 -12.45
Component 2 Critical Engagement: the compulsory set work and area of study

  • Engaging students with Rooster: challenges, opportunities and ideas to enthuse students
  • Analysing exemplar essays in depth, to develop strategies for improvement across the ability range
  • Teaching essay skills for Dance students: Working up to full essay questions, and using them to stretch students
  • How to demonstrate an in-depth understanding of a dance work
  • Identifying what works well for short answer questions

12.45 – 1.45pm
Lunch and informal discussion


1.45 – 2.30pm
Component 2 Critical Engagement – Section B

  • Teaching the optional set works and areas of study – planning your course for pace and precision
  • Making connections between the evidence and the development of a variety of styles
  • Reviewing exemplar essays to improve writing skills and detailed explanations

 Group Choreography

  • Approaches to the 3 questions for group choreography – avoiding the superficial and demonstrating understanding of the chosen source
  • Supporting your students in Group Choreography to attain those top grades
  • Ensuring students of different abilities can succeed in their Group Performance
  • Choosing and using appropriate music

2.30-2.45
Afternoon tea and discussion


2.45 – 3.45pm
Component 1: Performance and Choreography

  • Applying specific knowledge and understanding of a practitioner to practical performance
  • Identifying and capturing the style of different practitioners
  • Analysing exemplar works: what works well with the more and less able
  • Embedding expressive skills into teaching and rehearsal
  • Mark and discuss video performances – what needs to change? How to get the top grades?

Jason Bradley

Jason Bradley trained as a professional dancer at The Northern School of Contemporary Dance before becoming the senior dancer/teacher at Ludus Dance company. In the last 19 years he has been teaching GCSE and A Level Dance with a great deal of success. In that time he has built up a bank of resources which have been honed over time to provide excellent provision for students and teachers. Whilst Ofsted no longer grade observations in the period where they did, Jason continually received outstanding grade 1’s on each visit he took part in. He is passionate about teaching and passionate about sharing skills and good practice.

A level dance