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The Dance department at the Queen Katharine Academy plays an important part of the creative and physical education that is essential to the development and well-being of students.

The Dance department provides opportunities for students to perform in our fully equipped theatre space, as part of school initiatives and shows. There is also an annual dance show every summer term.

Many students have gone on to study Performing Arts and other subjects at degree level by gaining skills and qualifications through dance.


Students Dancing Students Dancing
Students Dancing Students Dancing


Key Stage 3



Term 1

About Dance – Introduction

Why do people dance? What styles do you know?

Students learn the basic choreographic tools – Mirror image, canon and unison.

The five dance actions→ Transition

Space – Formations, levels, pathways, directions, facings.

Relationships – Solo, Duet , Trio , quartet , group

Basic dance structure – Beginning , middle and end


Names Project- Stimulus (visual)

In this project, students use the letters of their names as a stimulus for dance ideas.

Students learn basic dance structure :Action/Motif → Phrase→ sequence

Students are introduced to the idea of dynamics in dance :  Smooth and sharp ,contrasting dynamic: Adjectives (descriptive words) and verbs – smooth glide , heavy swing , slow turn …






Term 2

Sports Stimulus

Students learn a set dance that uses different sports as a stimulus.

Students create their own dances based on sports actions and develop these ideas into dance movements and structured dances.

The choreography is then put together as a whole group piece.

Students are invited to dance in the annual dance show’ Elevations’.





Term 1

Secret Agents – Creating a character

Set-study based on the ‘Agent’ (music Mission impossible)

Students develop their creativity by working with different stimulus: ‘On the outlook’, the escape, obstacles, laser maze and gadgets.

Students are introduced to basic contact work.


Ghost Dances by Christopher Bruce

 Students are introduced to the universal theme of the work

 They create dances with the character of the Ghost dancers as a stimulus.

Students gain an awareness of costume, set and lights - the constitutional features of dance.

 Section 1 is used as a stimulus for students work.



Term 2

West-side Story – Musical genre

Students use the Prologue as the motivation for their choreography.

Students observe that this is dance for film not for the stage - the dance communicates the story.

Students create dances based on power and status – they also choreograph a dance fight.




Term 1

This scheme of work studies professional dance from different dance genres.

Professional works to be studied in Year 9:

  1. Swan Song by Christopher Bruce

Students learn a set dance based on the prisoner character in Swan Song. They develop ideas based on communicating a character through dance – emotions and symbols.

Students create their own version of the professional trio. They perform and evaluate their work considering the physical and performance skills.



Term 2

  1. Digitized by Diversity

The focus of this topic is the genre Street dance. Students learn the basic movements of street dance while studying Diversity dance crew’s professional performance ‘Digitized’.

Student consider the narrative of the work and create pieces that explore the ‘Computer game’ story line of the work.

Students perform and evaluate their work.



Term 3

  1. Martial Arts Dance: Americas Best Crew

The focus of this topic is how martial arts movement can be incorporated into modern hip-hop choreography. Students take influence and ideas from Americas Best Dance Crew.

Students focus on improving the structure of their choreographies and the quality of their performances. They work on extended evaluative /reflective writing (in preparation for Level 1 and 2 dance studies in Year 10/11).

Students Dancing

Key Stage 4



GCSE: AQA Dance 

Component 1: Performance and choreography


  •  Student will learn 2 set phrases (approximately one minute in duration)
  •  Students will perform in a Duet/trio performance (approximatelyminutes)


  •  Students will create their own solo or group choreography


Component 2: Dance appreciation

Knowledge and understanding of 

  • Knowledge and understanding of choreographic processes and performing skills
  • Critical appreciation of own work
  • Critical appreciation of professional works
  • 40% of GCSE
  • Written exam: 1 hour 30 minutes

Internally marked and externally moderated

Students Dancing

Key Stage 5


YEAR 12 and 13 Dance

Pearson BTEC Level 3 National Extended Certificate in Performing Arts

Year 1: (equivalent to 0.5 of an A ‘Level)

Pearson BTEC Level 3 National Certificate in Performing Arts: Dance

Dance students will practice Contemporary dance technique in a weekly class – broadening their range, mobility and confidence as level 3 dancers.

They will study professional practitioners of dance in preparation for unit 1 that requires students to write an essay of 2000 words in response to a question set by the exam board.

Students will participate in group choreographies and public performances – this will be the bases of Unit 2: Developing Skills and Techniques for Live Performance

Throughout this unit learners explore technical performance skills with a focus on developing skills and techniques in at least two performance styles.


Year 2: (equivalent to an A ‘Level)

Pearson BTEC Level 3 National Extended Certificate in Performing Arts: Dance

In the  2nd year of study students must complete 2 units:

Unit 3 Group Performance Workshop and Unit 12 Contemporary Dance technique or Unit 11 Street Dance Technique

Learners explore and integrate creative, physical skills and techniques, working collaboratively to create a performance in response to a given stimulus. They evaluate their progress and evidence their ideas and planning in a written log.

Students continue to improve their Contemporary dance technique in the style of Limon and release techniques. The class structure and content will be based on 1st year degree level studies.

If appropriate students will complete unit 11 Street dance technique. This will require exploration and practice of the style as well as a presentation about the development of street dance (with historical references)


Student Dancing


Head of Dance - Ms Mary Clynch (Dance Theatre BA (Hons) at the Laban Centre, London).

Chloe Devos  - Dance Teacher