PE and Dance
PE
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Teamwork Quote |
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“The strength of the team is each individual member. The strength of each member is the team”. |
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Powerful Knowledge |
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Vision statement: To develop lifelong learners who are engaged, show an enjoyment of PE, Sport and Physical Activity whilst developing the movement, knowledge, understanding and confidence needed to lead a healthy, active lifestyle. KS3 Core PE is based around creating a love for PE, developing skills and embedding knowledge. This is achieved through excellent teacher/student relationships, high levels of engagement/participation and enjoyment. Students in PE are assessed against three core strands namely the physical strand, the cognitive strand and the social strand. Pupils will build on and embed physical development and skills learned in key stages 1 and 2, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities. Performance effectiveness and how to apply these principles to their own and others’ work. Develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity. Pupils are taught to use a range of tactics and strategies to overcome opponents in direct competition through team and individual games. For example, badminton, basketball, cricket, football, netball, rounders and rugby. To develop technique and improve their performance in other competitive sports. For example, athletics and gymnastics. Perform dances using advanced dance techniques with a range of dance styles and forms. Take part in competitive sports and activities outside school via community links or sports clubs. |
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Literacy |
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Examine the role of speaking and listening in PE, and the importance of using subject-specific vocabulary. |
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School Context |
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Assessment |
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Students are assessed across the three core strands namely; physical, cognitive and social strands. Students are assessed using the assessment domains for Emerging (Working towards), Developing (Expected) and Mastering (Working beyond). |
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Careers |
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Advertising and marketing e.g. events planner, sales executive and press officer. Medicine and healthcare e.g. physiotherapist, nurse and occupational therapist. Education e.g. PE teacher, personal training and sports coach. Sport and fitness e.g. athlete, nutritionist and lifeguard. Entrepreneurship e.g. sports coach, social entrepreneur and business entrepreneur. Recruitment e.g. Recruitment consultant, HR officer and employment skills trainer. |
Dance
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Powerful Knowledge |
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Dance in KS3 has been designed to promote confidence, teamwork, creativity, and leadership skills. Students have the opportunity to work in groups to encourage each other and support to build relationships and develop confidence as well as working creatively on their own and to express themselves. The curriculum has been designed to be diverse, fun, and to engage all students, boys and girls of all abilities. It is also important that through learning a variety of Dance styles through a well balanced scheme of work including; World Dance, Dancing through the ages, Musicals, and Contemporary Dance, students gain an understanding of Dance actions and choreographic devices across the curriculum. Through learning set dance routines students enhance physical, technical and expressive skills whilst trying to perform material that is accurate to the content. Students also gain the knowledge of creativity and teamwork through choreographing their own dance material. Students learn how to develop a motif and work with a variety of stimuli as inspiration for their choreography. |
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Literacy |
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Students in KS3 are expected to critique a variety of Dance styles and techniques by identifying use of key actions, space, dynamics, and relationships. Dance terminology such as Choreographic devices, dance actions, and motif developments all need to be understood to a level where students can explain how to apply the skill but how it has been used in performances they are evaluating. We also apply a strong use of literacy through peer assessment to give students the opportunity to display their knowledge of the Dance terminology but also to identify where it has been used and explain how we apply it. Through the use of assessments sheets which are completed every term, students need to be able to evaluate their performances through the term and identify areas of strengths and areas to improve. |
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School Context |
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Students gain a stronger understanding of the variety of Dance styles and techniques from across the world and different eras. Teacher to promote knowledge of choreographers approaches, intentions and stimuli from professional Dance works. Students are encouraged to watch live performances and taken on trips to raise aspirations and gain further knowledge in dance careers and opportunities. All students have the opportunity to be involved in 4 performances through the school year. We currently run a School production, a Christmas showcase, Summer Showcase and a talent show. Students have a lot of opportunity to develop their performance skills and confidence to prepare them for the demands of KS4 Dance. |
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Assessment |
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Students regularly perform 2-3 times a term where they are assessed on their Accuracy and technique within a set Dance as well as their ability to choreograph their own material either as a solo or group. Students evaluate and peer assess each other's work demonstrating an understanding of dance skills and improve certain areas and aspects of the performances. |
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Careers |
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Teaching Performing Freelance artist Fitness - Gym instructor, yoga, Pilates Dance therapist |