Dance Curriculum

  • Mrs N. Halliday

    SLT/Associate Assistant Principal

  • Mrs K. Etienne

    Head of Dance

Department Vision & Ethos


The Dance department at Sandy Secondary School aims to develop the whole student. As a department we aim to provide a creative, engaging and expansive dance education. Topic areas develop curiosity and collaborative skills, making for students who are ready to solve problems, accept challenges and strive for continual personal improvement. The curriculum aims to encourage independent learning and self-discipline. Although a competitive environment is encouraged students are taught how to work within a team to achieve a goal and celebrate together. Dance at SSS provides students with a variety of learning opportunities both in lessons and extra -curricular creating a love of the subject and motivation to challenge themselves to be the best they can. 


  • KS4

    Students will have a good knowledge of contemporary Dance; they will be able to performance a solo withing the style of contemporary accurately. Students will be able to perform a dance from start to end with sound physical, expressive and technical skills. Students will be able to demonstrate and explain dance terminology. Students will have a good understanding of the choreographic process and will be able to demonstrate this through creating and explain their own dance work. Students will be able to interpret and analyze professional dance works and will be able to link choreographic choices to dance intentions. Students will have an understanding of warming up and cooling down and how to improve their own performance through different exercises. Students will be able to identify skills, provide examples and explain their impact on performance or choreography. ​

  • KS5

    Students will have developed a greater knowledge of the development of dance in the 20th and 21st century. They will be able to provide examples of works that support this development. Students will be able to compare and contrast the difference between practitioners and their styles. They will identify contextual influences the impact choreographic style and choices. Students will develop analyses further and now be able to explain how the work they study is influenced by choreographer experience and training. Students will have developed choreographic skills on a group and will have had experience of directing this. Students will have studied one practitioner in depth and will be able to demonstrate their style accurately. Students performance skills will be developed to a higher level and they will be using more interesting and creative action content.

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