Gr 10 Dan Stu ATP 2023 24

2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: Grade 10 2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: GRADE 10 (TERM 1) TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 REVISED CAPS Orientation Seven weeks of teaching and learning NOTE: Teachers are required to create a detailed weekly planner suitable for their school context Two weeks for assessment CHAPTER 4 • Assessment of pre-knowledge in GET TOPIC 1: PRACTICAL DANCE CLASS AND INTEGRATED THEORY THEORY AREAS: Learners to write about each area only after SBA – TASK 1: • CONTENT (Creative Arts) • Warm-up routine experiencing/discussing in the practical class • CONCEPTS • Orientation into the FET subject & • Developing components of fitness: Preparing the body for • Code of conduct: Attitudes, values, dance conventions, grooming, WRITTEN TEST = 50 MARKS (minimum requirement) requirements for term 1 technical exercises attendance Set a test paper & marking guideline on content • SKILLS & COMPETENCIES • Introduction to each of the topics • Understanding of good posture, stance, alignment: • Purpose of a warm-up covered in term 1. • Code of conduct required in grade 10 to • What is posture, stance & alignment? The test should include 2 sections • VALUES & • Exercises to develop balance & control be developed with learners • Purpose of a cool down The marking guideline must show the breakdown of ATTITUDES • Strength building exercises for arms, torso, legs, and feet etc. • Attitudes/values cognitive levels required in CAPS revised chapter 4 • Locomotor travelling exercises • What is safe stretching namely: • Dance conventions • Cool down and stretching exercises: Safe stretching Low marks = 30% - recall of content • Grooming Medium marks = 40% - explaining/describing content • Attendance during & additional lessons TOPIC 2: IMPROVISATION THEORY AREAS: Learners to write about each area only after experiencing/discussing in the practical class High marks = 30% - applying to real life after school • Introduce learners to the purpose and function of improvisation scenarios/situations, etc. • Own practice and self-development Improvisation activities to include: • Learners’ understanding of improvisation, i.e., what it is and what it is about • Providing textbooks, task books, • Trust building to develop self-confidence & trust in peers The marking guideline must reflect the expected additional notes & resources, etc. • Reflection on how improvisation activities felt – what learners enjoyed vs • Exploring a wide range of music/genres/accompaniment answers, as well as allow for learners’ own OTHER AREAS TO INCLUDE: what were they fearful about & why interpretation/alternative answers • Explore the use of props etc. using dance elements • Make allowance for different learning styles namely: Visual, auditory, reading TOPIC 3: DANCE HISTORY AND LITERACY AREAS THAT COULD BE INCLUDED IN THE TERM 1 and writing, kinaesthetic learning • What is dance? Learners’ own interpretation of what they think dance is/prior knowledge, experience of dance TEST: https://www.teachinghouse.com/post/the- • Why people dance (basic functions, e.g., social, career, entertainment, etc.) SECTION A: 4-types-of-learning-styles-and-how-you- • Start a glossary of specific dance terminology based on topics 1-3 learnt in term 1: E.g., posture, principles, values, genre, core etc. to aid reading for • What is a warm-up/cool down? can-support-them understanding • Explaining posture, stance & alignment • One task book per learner thick enough to use from grade 10–12 SECTION B: • Class registers to monitor attendance and progress • Reflection on improvisation activities • Why do people dance? REQUISITE PRE- NOTE: Grade 10 learners may not have experienced dance in the GET phase and COMPETENCY FRAMEWORK: KNOWLEDGE might come with no prior knowledge of the subject. These learners may not be excluded At this level, learners should be introduced to the content knowledge they need to acquire in the FET period to apply • What has been learnt about other skills that are from taking the subject if they have a keen interest in dance in real life contexts. Teachers should adapt to real life scenarios/situations for relevancy: included in dance – values, attitudes, etc. • Basic/No practical dance experience and knowledge EVALUATION TASK = 50 MARKS (minimum • Values: A responsibility towards the subject to create a self-learning environment requirement) • Basic/No improvisation experience • Skills: Learn to manage time effectively This is not a practical test, but a teacher evaluation of • Basic/No level of dance literacy • Characteristics and attitudes: To be focused and punctual each learner’s attitude, values & skills learnt in term 1. • Regular reflection on own development Refer to the CAPS revised chapter 4 for guidance on what is to be assessed & how marks will be awarded. RESOURCES • Textbook: Search index page for content needed for term 1 as this has been altered in places in the CAPS revised chapter 4 Create a marking rubric at the start of term. TO ENHANCE Assessment criteria should be communicated with • Teacher’s guide LEARNING learners at the start of the term as it is an essential • CAPS revised chapter 4 part of their development • Learner notes and worksheets • Task books (for learners) AREAS THAT COULD BE INCLUDED IN THE TERM 1 • Music selection for classwork and improvisation EVALUATION TASK RUBRIC: • Application of the code of conduct: • Greeting of teacher, peers • Appreciation • Grooming • Development & improvement during the term • Interest in the subject (commitment & focus) • Any other areas you wish to evaluate that are Downloaded from hlayiso.com 1

2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: Grade 10 TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 INFORMAL ASSESSMENT FOR LEARNING important to your school context ASSESSMENT, • Instructions/Corrections provided during practical & improvisation classes to deepen learning, understanding, and guide improvement REMEDIATION • Focus on targeted learning – where are the learners now – where do you need to get them • Can learners link areas across content and topics – high learning skills incorporated into teaching and learning • Marking written work regularly in learner task books to assess what has been understood vs what needs re-teaching/remediation • Identifying learners with learning barriers & addressing this with the school for remediation • Additional classes after school to provide time for the topics as needed • Creating a WhatsApp group to send important messages, homework, reminders, lessons & encouragement to learners SBA FORMAL TASK 1: ASSESSMENT Written test = 50 marks (minimum requirement) Evaluation task on each learner = 50 marks (minimum requirement) Downloaded from hlayiso.com 2

2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: Grade 10 2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: GRADE 10 (TERM 2) TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 REVISED CAPS Orientation Eight weeks of teaching and learning NOTE: Techers are required to create a detailed weekly planner for their school context Two weeks for assessments CHAPTER 4 • Feedback on the TOPIC 1: PRACTICAL DANCE CLASS AND INTEGRATED THEORY THEORY AREAS: Learners to write about each area only SBA – TASK 2: evaluation task and term Consolidation of term 1 class work and an increased focus on the following: after experiencing/discussing in the practical class 1 written test • • Appropriate dance environment: Correct floor, temperature, WRITTEN TEST = 80 MARKS (minimum • CONTENT Warm-up: Further development with increased focus on breathing, spine, muscles & joints, correct posture, • Action plan stance, and alignment ventilation, space, teaching & learning, etc. requirement) • CONCEPTS developed for gaps in • Develop components of fitness: Core stability, strength, endurance, and flexibility • Defining components of fitness: Core stability, strength, Set a test paper & marking guideline on content • SKILLS & content coverage endurance and flexibility to show understanding of their role covered in term 2 COMPETENCI and work not • Introduction to principles/characteristics/style of the dance major in the dance class The test should include 2 sections ES completed by • Technical exercises in the dance major: Correct use of head, arms, legs and feet, safe landings, spotting in turns learners • Technique: Defining safe dance practices: The marking guideline must show the breakdown of • VALUES & • Steps & combinations across space to develop neuromuscular skills Posture, stance, alignment, correct use of feet, safe landing cognitive levels required in CAPS revised chapter 4 ATTITUDES • Providing learners namely: with the PAT • Cool down and stretching for increased flexibility with breathing and relaxation techniques and spotting • Reflection on what has been learnt in technical class – own Low marks = 30% - recall of content brief/and marking guideline. development Medium marks = 40% - explaining/describing Explanation of PAT • Dance terminology – names of steps/principles used in content choreography to be classwork High marks = 30% - applying to real-life scenarios/ done over 2 terms: situations, own opinions, etc. TOPIC 2: IMPROVISATION WRITTEN COMPONENT = 25 marks • Process in term 2 PAT TASK 4: PROCESS Guided improvisation activities according to BRIEF in preparation for Learners to write about each area only after experiencing/ • Product in term 3 The marking guideline must reflect the expected choreography in term 3 discussion in the practical class in relation to the BRIEF OTHER AREAS TO answers as well as allow for learners’ own PRACTICAL COMPONENT = 25 marks • What are the dance elements and how can they be used interpretation/alternative answers INCLUDE: • Experimenting with dance elements (space/time/force) • Reflection on the following: • Make allowance for different learning • Exploring motifs & gestures/everyday movements to create messages/meaning through movement • How ideas were developed through improvisation AREAS THAT COULD BE INCLUDED IN THE TERM styles namely: • Develop critical thinking & problem solving – exploring/experimenting different ways in which to INTERPRET activities 2 WRITTEN TEST: Visual, auditory, THE BRIEF • Successes and weaknesses SECTION A: reading and writing, • Experiment with different music/accompaniment for final selection in term 3 • Preparedness for creating a dance work in term 3 – • What is an appropriate dance environment kinaesthetic learning what still needs to be done • Developing decision-making skills: Selecting appropriate ideas/movements for use in term 3 product • Defining components of fitness (core stability, https://www.teaching • Selection of music/accompaniment strength, flexibility, endurance) house.com/post/the- • Working with others/self-management/accountability • Working with others/self-management/preparedness 4-types-of-learning- • Explaining safe dance practices styles-and-how-you- TOPIC 3: DANCE HISTORY AND LITERACY • Describing safe stretching & relaxation can-support-them • Different types of dance: Cultural dance and theatrical dance techniques • One journal for the • Developing visual literacy and critical thinking when viewing dance works/images/posters, movement, etc. SECTION B: PAT written section. • Viewing a professional dance work – this does not have to be from the prescribed list and should be in the dance major taught and suitable for grade 10 learners. Simple • Defining dance elements (space, time, force) This could be used analysis of the work & music/accompaniment and movements/principles, style used in the work, use of dance elements – learners should be able to relate own dance classes to this • Improvisation and reflection on PAT process or over the 3-year FET dance work visual literacy – identifying dance elements period • Continue developing the glossary of specific dance terminology based on topics 1-3 in term 2 • Describing different dance forms REQUISITE PRE- • As in term 1 plus: COMPETENCY FRAMEWORK: • Opinion on dance work viewed and analysed KNOWLEDGE At this level, learners should be introduced to the content knowledge they need to acquire in the FET period to apply in real-life contexts. Teachers • Basic awareness of dance conventions, code of conduct and class etiquette should adapt this to real-life scenarios/situations. This should show development from term 1, plus address the following areas: PRACTICAL TEST = 80 MARKS (minimum • Values: Appreciation and application of code of conduct and self-development requirement) • Basic awareness of spacial awareness of the body in relation to others • Skills: Use of technology and creativity Develop a marking rubric outlining content, concepts, skills & competencies to be assessed & • Recall of classwork done in term 1 • Characteristics and attitudes: Team player and preparedness how marks will be awarded. Refer to CAPS revised • Knowledge of improvisation • Allow learners a choice of how to develop their PAT journals, e.g., online journal, online docufilm, video diary, written, PowerPoint, etc. chapter 4 • Understanding of topic 3 requirements • Integration with other subjects for the PAT, e.g., Languages, Mathematics, Science, Drama, Music etc. The focus should be providing feedback to learners for improvement RESOURCES As in for term 1, plus: • Videos for developing visual literacy and to provide inspiration for the PAT The test could consist of: TO ENHANCE • Music selection for classwork and to assist with the improvisation and PAT BRIEF • Cell phones and access to school internet – for researching PAT ideas during class hours TECHNICAL CLASSWORK: LEARNING • Video for analysis of a professional dance work appropriate to dance major • Refer to DBE PAT assessment task documents (past and present) for ideas/guidance on how to structure the • Recall of technical set class • Stimuli to inspire ideas for PAT BRIEF (props, poems, books, pictures, videos) grade 10 PAT BRIEF Downloaded from hlayiso.com 3

2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: Grade 10 TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 INFORMAL ASSESSMENT FOR LEARNING • Marking written work regularly in learner task books to assess what has been understood vs what needs re- • Technique: Application of safe dance practices ASSESSMENT, • Instructions/Corrections provided during practical & improvisation classes to deepen learning, teaching/ remediation – posture, stance and alignment, spotting, safe REMEDIATION landing etc. understanding, and guide improvement • Identifying learners with learning barriers & addressing this with the school for remediation • • Levels of fitness components developed Focus on targeted learning – where are your learners now – where do you need to get them • Additional classes after school to provide time for the topics as needed and further PAT preparations • • Musical awareness Can learners link areas across content and topics – apply knowledge to real-life • Creating a WhatsApp group to send important messages, homework, reminders, lessons & encouragement to scenarios/situations high learning skills incorporated into teaching and learning learners • Focus and determination and improvement from term 1 SBA FORMAL TASK 2: TASK 4: PAT Choreography & Improvisation PROCESS = 50 MARKS Refer to CAPS revised chapter 4 UNSEEN IMPROVISATION: ASSESSMENT Written test = 80 marks (minimum PRACTICAL PROCESS COULD INCLUDE: 25 marks WRITTEN PROCESS COULD INCLUDE: 25 marks Learners can perform alone or in groups: requirements) • Improvisation & experimentation with the learner BRIEF • Investigation and research into BRIEF • Ability to interpret a stimulus Practical test = 80 marks (minimum requirements) • Collaboration & communication in class - peers • Experimenting with dance elements • Responds to unseen music/accompaniment • Critical thinking & problem solving – selecting ideas for product in • Reflection on improvisation and movement vocabulary (group & self) • Ability to match movements to term 3 • Language & communication skills/digital literacy music/accompaniment • Developing appropriate movement vocabulary through • Shows some awareness of dance elements experimentation • Level of enjoyment, which brings out confidence Downloaded from hlayiso.com 4

2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: Grade 10 2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: GRADE 10 (TERM 3) TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 REVISED Orientation Eight weeks of teaching and learning NOTE: Teachers are required to create a detailed weekly planner suitable for their Two weeks for assessment CAPS school CHAPTER 4 THEORY AREAS: Learners to write about each area • Feedback on term 2 tests TOPIC 1: PRACTICAL DANCE CLASS AND INTEGRATED THEORY SBA – TASK 3: Consolidation of term 1 & 2 classwork, plus increased focus on the following: only after experiencing/discussing in the practical RESEARCH TASK = 50 MARKS (minimum requirement) • Action plan developed for gaps in • CONTENT class CURRENT SOUTH AFRICAN DANCE COMPANIES AND/OR ARTISTS (not from content coverage and work not • Exercises/Floor work to further develop components of fitness • CONCEPTS completed by learners • Defining principles of dance major learnt in class the prescribed list) • Technique and safe dance practice applied in all areas at a Grade 10 level of • SKILLS & • Recap of the PAT BRIEF and marking complexity • Reflection on own development and progress The research task MUST be taught and guided during school hours. It may guideline NOT be given to learners to complete as a homework project COMPETENCIES • Principles of dance major further developed to show application in all areas of • Opinion on what performance skills/quality is • Process in term 2 The purpose of this task is to: • VALUES & the class • Reflection on South African indigenous dance learnt ATTITUDES • Product in term 3 • Performance skills developed to include: Musicality, projection, attention to • Develop investigative skills and critical analysis OTHER AREAS TO INCLUDE: detail • Selection of information from a variety of reliable sources • Make allowance for different learning • Start teaching the South African popular indigenous group dance for • Language and presentation skills styles namely: Visual, auditory, reading inclusion in term 4 final paper 2 examination, e.g., Pantsula, Amapiano, • Referencing ability and writing, kinaesthetic learning Namastep, Volkspele, Gumboot, etc. DEVELOP A LEARNER BRIEF, outlining the process & final product for the https://www.teachinghouse.com/post/th research task to include: TOPIC 2: CHOREOGRAPHY WRITTEN COMPONENT = 25 marks e-4-types-of-learning-styles-and-how- you-can-support-them PAT TASK 4: PRODUCT Guided activities according to BRIEF for Learners to write about each area only after • What research is and how to start a research project choreography in term 3 experiencing/ discussing in the practical class • Inspiration and motivation to learn about different role models, and how PRACTICAL COMPONENT = 25 marks • Designing a poster/flyer for a dance production choreographers themselves do research before choreography • Interpretation/conceptualisation of theme/intent/idea provided in the BRIEF related to own choreography or grade commences - the choreographic process performance: This could be presented in hard • • Dance elements and choreographic structures to include beginning & ending Producing a completed research task with referencing/no plagiarism copy or online using technology available • Creativity in the development of movement vocabulary to interpret the BRIEF It is recommended that suitable choices for current South African dance • Final presentation on the process and product: companies and/or artists are provided for learners to choose from that are: • Selection of music/accompaniment and interpretation This could be presented in the journal or an online • Relevant to provincial/cultural/dance major requirements with • Presentation of the final dance work: Exploration of technology, video journal, online docufilm, video diary, PowerPoint, presentations, use of conventional/non-conventional spaces, etc. etc. • Reliable internet sites to assist learners in getting started Create a marking rubric outlining what is to be expected for low/medium/high TOPIC 3: DANCE HISTORY AND LITERACY presentations. Learners should receive the marking rubric at the start of the • Brief history of dance major research task. Refer to CAPS revised chapter 4 • Analysis of the choreographer/artist/company (of the dance work studied in term 2) & their contribution to dance – functions of dance ASSESSMENT CRITERIA THAT COULD BE INCLUDED IN THE RESEARCH • Continue developing the glossary of specific dance terminology based on topics 1-3 in term 3 TASK: Pre-planning/research = 10 or 15 marks (minimum) REQUISITE PRE- • Application of code of conduct COMPETENCY FRAMEWORK: KNOWLEDGE • Selection of a suitable artist/company (not from prescribed list) • Demonstrating technical class requirements At this level, learners should be introduced to the content knowledge they need to acquire in the FET period to apply in real life contexts. Teachers should adapt content to real-life scenarios/situations for relevancy: This should show development • Using multiple sources from a variety of sites, books, etc. • Understanding of improvisation requirements from term 2, plus address the following areas: • Extracting relevant information (editing/mind mapping, etc.) • PAT process requirements completed = 60 marks (term 2) • Values: Trust, commitment, and respect • Interpret information in own words for presentation • Understanding of topic 3 content requirements • Skills: Problem solving, critical thinking, ability to experiment with technology • Correct referencing information • Characteristics and attitudes: Working positively, reliability Final research presentation = 10 or 15 marks (minimum) • Allow learners a choice in developing their PAT-journals and research, e.g., an online journal, online docufilm, video • Oral/video/PowerPoint/written, story book/poster, etc. diary, written/typed, etc. • Use of language, writing/oral/design skills • Integration with other subjects, e.g., Languages, Mathematics, Science, Dramatic Arts, Music, etc. • Logical flow of information RESOURCES As in for term 1 and 2, plus: • YouTube to assist with developing research EVALUATION TASK = 50 MARKS TO ENHANCE • This is not a practical test, but a teacher evaluation of each learner’s attitude, Selection of music to assist learners in their PAT choreography • Books, programmes, articles on the chosen topic/theme LEARNING values & skills learnt in term 1, 2 and 3. Refer to the CAPS revised chapter 4 • Venue for PAT performances – conventional/non-conventional spaces/filming, etc. • Refer to the DBE PAT documents (past and present) for ideas/guidance on how for guidance on what is to be assessed & how marks will be awarded. Create • Computers/cell phones/school internet access to structure the Grade 10 PAT a marking rubric at the start of term. Assessment criteria should be communicated with learners at the start of the term as it is an essential part of their development Downloaded from hlayiso.com 5

2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: Grade 10 TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 INFORMAL ASSESSMENT FOR LEARNING AREAS THAT COULD BE INCLUDED IN THE TERM 3 EVALUATION TASK ASSESSMENT, RUBRIC: • Instructions/corrections provided during practical & improvisation classes to guide improvement REMEDIATION • Respecting others and the dance space • Focus on targeted learning – where are your learners now – where do you need to get them to • Working effectively as an individual & with others as members of a team • Can learners link areas across content and topics – apply knowledge to real-life scenarios/situations high learning skills incorporated into teaching and learning • Identifying & solving problems: PAT and research • Marking written work in learner task books to regularly assess what has been understood vs what needs re-teaching/remediation • Making decisions using critical & creative thinking • Identifying learners with learning barriers & addressing this with the school for remediation • Development & improvement during the term • Additional classes after school to provide additional time for the topics as needed and further PAT preparations for final presentation • Commitment: Attendance during school & after school/additional lessons SBA TASK 3: TASK 4: PAT Choreography PRODUCT = 50 MARKS Refer to CAPS Revised Chapter 4 FORMAL Research task = 50 marks (minimum requirement) PRACTICAL PRODUCT TO INCLUDE: 25 marks WRITTEN PRODUCT COULD INCLUDE: 25 marks ASSESSMENT Evaluation task on each learner = 50 marks (minimum & PAT • Completed dance composition • Production planning - poster/flyer to include design requirement) • Creative interpretation of learner brief elements • Use of dance elements • Reflection on final product: Written or oral, which could include: Success, weakness, improvisation, • Use/choice of music/accompaniment music/accompaniment, etc. • Use of production elements/video/film • Final presentation on the process and product: This could be presented in the journal or an online journal, online docufilm, video diary, power point, etc. Downloaded from hlayiso.com 6

2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: Grade 10 2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: GRADE 10 (TERM 4) TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 REVISED CAPS Orientation Five weeks of teaching and learning NOTE: teachers are required to create a detailed weekly planner suitable for their school Four weeks for assessment CHAPTER 4 • Feedback on term 3 research & TOPIC 1: PRACTICAL DANCE CLASS AND INTEGRATED THEORY THEORY AREAS: Learners to write about each area FINAL EXAMINATIONS – TASK 5: evaluation tasks Consolidation of term 1-3 class work, plus: only after experiencing/discussing in the practical WRITTEN EXAMINATION = 100 MARKS • CONTENT class • Recall of full technical class for final paper 2, examination to include Set an examination paper & marking guideline on CORE content FROM TERMS 1- • CONCEPTS Strategies for written exam readiness combinations of steps with variations in direction and speed • Principles of dance major used in the dance 4, skills, competencies, attitudes & values taught in terms 1–4 could include: class The exam should include 2 sections • SKILLS & • Components of fitness developed in all areas COMPETENCIES • Explaining cognitive levels • Reflection on South African indigenous dance The marking guideline must show the breakdown of cognitive levels required in • Demonstration of principles, characteristics, style of the dance major learnt CAPS revised chapter 4 namely: • VALUES & • How to interpret questions/how much • Technique: Safe dance practice (correct posture, stance and alignment, ATTITUDES to write • Revision of all written content terms 1-3 Low marks = 30% - recall of content spotting, safe landings, correct use of turn out, etc.) • Identifying action verbs Medium marks = 40% - explaining/describing content • Performance skills/quality: Musical awareness, focus, confidence, High marks = 30% - applying to real-life scenarios/situations, own opinions, etc. • Consolidation & action plan developed commitment for gaps in content coverage and work The marking guideline must reflect the expected answers as well as allow for • Cool down: Safe stretching techniques learners’ own interpretation/alternative answers. not completed by learners in terms 1-3 • Completion of South African indigenous group dance (1 to 2 minutes) SECTION A = 40 MARKS – could include: for presentation in the paper 2 practical examination with focus on • Safe dance practices e.g., warming up/cooling down/posture, stance & beginning, ending, timing & spatial awareness between dancers, OTHER AREAS TO INCLUDE: alignment/spotting/ turn out/safe landings, etc. patterning, musical awareness • Make allowance for different learning • Components of fitness TOPIC 2: IMPROVISATION THEORY AREAS: Learners to write about each area styles namely: Visual, auditory, reading only after experiencing/discussing in the practical • Principles, characteristics/styles of dance major Improvisation activities to include: and writing, kinaesthetic learning class • Performance skills/musicality – reflection on what has been learnt in the https://www.teachinghouse.com/post/t • Building eye contact, spatial awareness, exploration of relationships practical class • Working with others he-4-types-of-learning-styles-and-how- • Combining dance elements: e.g., varying tempos, directions, dynamics, SECTION B = 60 MARKS – could include: you-can-support-them etc. • Combining dance elements • Improvisation: Dance elements, creativity, working with others, own reflection, • Exploration of contrasting movements: e.g., strong/weak, open/close, etc. • Describing natural gestures/stylised movement etc. • Exploration of natural gestures/stylised movement • Self-reflection on the purpose/value of • Reflection of PAT process & final product In preparation for final practical examination, include the following: improvisation, what has been learnt, PAT process and product • History of South African indigenous dance learnt • Improvising to a wide range of music/genres/accompaniment • Simple analysis of dance work, music, choreographer/artist/company learnt • Revision of all written content terms 1-3 • Developing decision-making skills: e.g., how to interpret a stimulus PRACTICAL EXAMINATION = 100 MARKS • Developing confidence to be creative/use own movement vocabulary Learners to be examined in groups of no more than 6 learners at a time. Develop a marking rubric outlining which content, skills, competencies, attitudes & values to TOPIC 3: DANCE HISTORY AND LITERACY • Reviewing the dance work studied in term 2: be assessed & how marks will be awarded. Refer to CAPS revised chapter 4 • History of the South African indigenous dance taught to include: Simple analysis of the work, music & choreographer The examination should consist of the following areas in each section: • Origin/s/background history TECHNICAL CLASSWORK = 50 marks • Area/place it is found • Completing the glossary of specific terminology used in dance based on topics 1-3 in terms 1-4 • Full technical class in the dance major showing: • Participants/performers • Revision of all written content terms 1- 3 • Components of fitness • Outfits/costumes • Technique: Safe dance practice • Music/accompaniment • Performance skills • Recognisable principles, characteristics, style of the dance SOUTH AFRICAN POPULAR INDIGENOUS GROUP DANCE = 30 marks REQUISITE • Understanding of technique: Safe dance practice COMPETENCY FRAMEWORK: • Completed 1-2-minute group dance showing: PRE- At this level, learners should be introduced to the content knowledge they need to acquire in the • Developed levels of components of fitness • Beginning & ending KNOWLEDGE FET period to apply in real-life contexts. Teachers should adapt content to real-life • Understanding of principles, characteristics, style of dance major scenarios/situations for relevancy. This should show development from term 3, plus address • Use of dance elements • Knowledge of popular South African indigenous dance the following areas: • Basic understanding of the movement style • Confident approach to improvisation • Values: Self-development/learning, respect • Performance quality: Enjoyment, working as a group, commitment • UNSEEN IMPROVISATION = 20 marks (learners can perform alone or in groups) Completion of topic 3 theory • Skills: Performance quality, creativity, composition • Characteristics and attitudes: Punctuality, perseverance, working positively • Teachers to provide an unseen stimulus and music/accompaniment for learners to: RESOURCES TO • Video/DVD of the dance work studied in term 2 • Content guidelines for written examination – cognitive levels, format & • Interpret and respond in movement ENHANCE content of the examination to be mediated with learners • Marking rubric for practical examinations – to be mediated with learners • Interpret music/accompaniment with sensitivity LEARNING • Sending additional work for learners via WhatsApp to assist in study • Use own movements and imagination with creativity & confidence methodologies Downloaded from hlayiso.com 7

2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: Grade 10 TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 INFORMAL ASSESSMENT FOR LEARNING ASSESSMENT, • Instructions/corrections provided during practical & improvisation classes to guide improvement REMEDIATION • Focus on targeted learning – where are your learners now – where do you need to get them to • Can learners link areas across content – high learning skills incorporated into teaching and learning • Marking written work in learner task books to evaluate gaps in curriculum coverage • Additional classes after to school to provide additional time for the topics as needed/work not completed by learners FINAL TASK 5: END OF YEAR Written examination = 100 marks EXAMINATION Practical examination = 100 marks Downloaded from hlayiso.com 8