Disclosure Log

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Question

1. Current Provision (2024–2025) Has your school provided instruction in dance, either as a standalone subject or integrated within the curriculum, during the academic year 2024–2025? 2. Future Provision (2025–2026) Does your school intend to provide dance instruction, either as a standalone subject or integrated within the curriculum, in the academic year 2025–2026? If so, would your school be interested in receiving assistance or guidance from the British DanceSport Association to support this provision? 3. Dance Styles Offered or Planned If dance instruction is currently provided or planned, please specify which styles or forms of dance are taught or intended to be taught. For clarity, please indicate which of the following apply: • American Smooth • Ballet • Breakdancing, • Contemporary (Ballroom and Latin American) • Jazz, Salsa • Tap • any other dance styles not listed (please specify).

Answer

1- Yes. Integrated into Expressive Arts 2- Yes. Integrated into Expressive Arts. The new headteacher from September may be open to support from you. 3- Please see below our curriculum progression. Specific styles are chosen by the teachers to meet the needs of the pupils and link to project work. This is regularly reviewed and adapted and therefore specific styles are not rigidly included within our curriculum. Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Elements of Dance Be aware of personal space To talk about my dancing using simple emotions Explore and copy simple dance moves using whole and parts of the body To talk about how the music makes me feel and how you would like to move Explore and copy simple dance moves using whole and parts of the body Talk about how we can use our body in different ways to create different effects- unison, canon, mirroring, varying the speed of actions. Put a sequence of actions together to create a motif. Show control and balance in movements, varying speed and level. Select and combine movements using devices such as mirroring and repetition Move in time to the music. To understand and demonstrate the principles of face practice in dance. Begin to adapt movements and motifs to create a longer sequence. Consider facial expression as a key element of a performance. Talk about elements of dance and how using them in different ways can make people feel Identify and repeat the movement patterns and actions of a dance style. Use more complex dance vocabulary to compare and improve work. Use complex dance vocabulary to compare and improve work. Performing & Choreography Explore moving to a variety of different music. Listen to what adults say about my work. Watch a variety of dances and ask questions Listen and respond to what adults and peers say about my work. Create something new using techniques Talk about, listen to and answer questions about a performance Listen and respond to what adults and peers say about the work of others Perform to an audience Work with a partner to develop a motif. Use basic dance vocabulary to compare and improve work. Compose a dance that reflects a chosen dance style. Compose longer dance sequences as part of a small group. Demonstrate rhythm and spatial awareness. Change parts of a dance as a result of self-evaluation. Compose individual, partner and group dances that reflect a chosen dance style. Show a change of pace and timing in their movements. Demonstrate imagination and creativity in the movements they produce in response to stimuli. Modify parts of a dance in response to self and peer evaluation. Use dramatic expression in dance movements and motifs. Demonstrate strong and controlled movements throughout a dance sequence. Combine flexibility, techniques and movements to create a sequence with transitions that flow.