This updated course is designed to help develop high quality student answers in preparation for the Component 2 written paper. The day focuses on discursive answering, unpicking criteria and, using feedback from the 2019 paper to highlight areas of student strength and weakness, applying this to the delivery of written work. We look at how to select the most appropriate sections from the Anthology works in order to maximise achievement, as well as providing exciting ideas for embedding the necessary learning and techniques in the classroom.


  • Discover motivating ways to build strong answers for the Hypothetical Choreography question
  • Writing frames for building strong Section B answers.
  • Find out the most useful sections of the Anthology works to concentrate on, to focus your students’ answers
  • Develop your understanding of the production elements within all Anthology works
  • Learn how to discuss lighting and the trickier aural settings within the Anthology.
  • Learn how to build 6 mark movement questions from across the Anthology
  • Take away some great strategies for making the 12 mark questions easier than you think!

DATE & LOCATION Online | Thursday 12 November 2020
  • 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 detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance


10.00– 11.00am
Section C Anthology: Dissecting and Selecting

  • Selecting the most useful sections from all Anthology works for focussed learning
  • Understanding how the focus sections support meaning and interpretation
  • Drawing out movement and production features [for later analysis]
  • Approaches for teaching the Dance Anthology which allow success across the ability range

11.00 -11.15am

11.15 – 12.00pm
Section C Anthology: Building 6 mark movement answers

  • Dissecting the mark scheme and criteria and addressing the 2019 feedback on the paper
  • Selecting appropriate movement phrases to strengthen student understanding and responses
  • Exploring the Mind the Gap method to build a full and well thought out answer

Section B: 6 mark performance and choreography answers

  • Understanding the mark scheme and criteria, and addressing the 2019 feedback on the paper
  • Strategies to prepare your students using writing frames

12.30 – 1.30pm: Lunch

1.30 -2.00pm
Section A: The Hypothetical Choreography

  • Preparing your students now! Techniques to boost performance and where and why students struggle on this area
  • Concise answering: looking at a range of possible exam style questions and how to answer them
  • Quick fire games to improve student understanding and outcomes

2.00– 2.45pm
Section C:  Anthology: Discussing Aural Setting

  • Ways to focus student listening and find great sound words
  • Linking listening to meaning, mood and stimulus
  • Exploring works with more difficult aural setting: Max Richter’s Infra, Arvo Part’s Shadows, Andy Higgs’ Artificial Things.

2.45 -3.45 pm
Section C: Building 12 mark answers

  • Looking closely at the mark schemes and addressing the feedback from the 2019 exam
  • Acronyms for achievement
  • Unlocking memory and marks: fun games and frames to help students reach the higher mark bands
  • Building strong compare and contrast answers: what the examiners looking for and how to teach these skills
  • Building strong production feature answers

Plenary and depart

Jason Bradley

Jason 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.