This new course explores a range of teaching approaches and strategies for successful outcomes in Component 2: Dance Appreciation. The course will also explore ways to make this area of the course relevant and interesting for all students. There will be detailed analysis of the requirements of the paper so that teachers have a full understanding of task setting, skill requirements and levels of difficulty, so that the performance of all students of GCSE Dance on the written examination can be improved.


  • Review how to structure the course for maximum impact and benefit for your students
  • Understand what examiners are looking for in every question type
  • Working with levels – how to utilise the specification for maximum output from your students
  • Gain new teaching approaches to improve student performance on the exam paper
  • Obtain strategies for supporting students through the Dance Anthology
COURSE DATES London Tuesday 30 April 2019
London Monday 1 July 2019
  • All teachers of GCSE Dance
  • Heads of Department for Dance
  • Heads of Performing Arts
IN-SCHOOL You can also book this as an In-School Course
  • 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 – 11.15am
Introduction and analysis of the Component 2 Structure

  • Approaches to teaching Component 2 – what the specification suggests and what it actually means
  • Effectively using the levels-based approach to marking – how this helps us to teach and students learn
  • Using the feedback from 2018 to improve student performance on the challenging areas of the GCSE Dance Paper 2
  • Teaching approaches to integrate the theory and practical elements to ensure high quality exam answers

11.15 – 11.30am
Discussion: coffee break

11.30 – 12.30pm
Section A – improving choreographic processes and skills

  • Examining the common types of questions and how to approach them for maximum marks
  • Achieving quality responses – prepping students for the hypothetical choreography questions
  • Marking responses – applying the mark scheme with your students
  • Developing resources – writing your own questions and mark schemes
  • Focusing learning through the most useful sections of the Anthology works
  • Review example answers to ensure students are working to the correct standards

12.30 – 1.30pm
Lunch and informal discussion

1.30 – 2.30pm
Section B – how students can improve the critical appreciation of their own work

  • Looking at approaches to teaching Assessment Objectives 3 and 4
  • 6 mark performance questions: Understanding the mark scheme and criteria, and addressing the 2018 feedback on the paper
  • How and where students lose marks on Section B and teaching approaches to avoid this
  • Extending students’ understanding and writing on their own experience of performance
  • Teaching strategies across the course to improve answers on choreography

2.30 – 2.45pm
Discussion: afternoon tea

2.45 – 3.45pm
Strengthening Section C – Extending writing – appreciation of professional works

  • Looking at the depth of response required across the levels and abilities
  • Approaches to teaching the Dance Anthology which allow success across the ability range
  • Exploring the more difficult works for outstanding answers
  • Movement and production features and successful analysis
  • Moving students up the levels in their written responses – methods and approaches which work
  • How to prepare students for 12 mark comparison questions: what the examiners are looking for and how to teach these skills

3.15 – 3.45pm
Using an enrichment programme to encourage the lower attaining to succeed

  • New teaching Ideas to engage and encourage lower ability students
  • Brining the subject to life, celebrating dance
  • Proven ideas for in-class and out of hours learning which allow less able students to succeed

Yvette Jarvis

Yvette has been teaching PE and Dance for 23 years and is currently Head of Department at a school in Newham. She is an experienced examiner who became a SLE in 2012 and has undertaken outreach work and delivered CPD sessions for Dance and PE for NQT’s, GCSE and trainee teachers. Yvette’s most recent GCSE cohort achieved 75% grades 9 to 7.

View all courses led by Yvette Jarvis >