Gr 11 Dan Stu ATP 2023-24.pdf

2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: GRADE 11 2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: GRADE 11 (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 Two weeks for assessment CHAPTER 4 NOTE: Teachers are required to create a detailed weekly planner suitable for their school • Assessment of pre-knowledge in Grade 10 TOPIC 1: PRACTICAL DANCE CLASS AND INTEGRATED THEORY THEORY AREAS: Learners to write about each area SBA – TASK 1: • CONTENT • Re-orientation into the FET subject & Recap of content covered in Grade 10, plus increased focus on the following: only after experiencing/ discussing in the practical WRITTEN TEST = 50 MARKS (minimum requirement) • CONCEPTS requirements for term 1 • Class etiquette, awareness of others in the space, clarity of direction, working safely class Set a test paper & marking guideline on content covered in • SKILLS & with others • Warm up & cool down exercises, relaxation term 1 • Code of conduct required in Grade 11, to COMPETENCIES • Safe dance practice: Warming up, principles of correct posture, stance & alignment, spotting, techniques & safe stretching techniques The test should include 2 sections be developed with learners: • How to develop correct posture, stance & alignment The marking guideline must show the breakdown of • VALUES & • Attitudes and values jumping, turn out, etc. cognitive levels required in CAPS revised chapter 4 ATTITUDES • Dance conventions • Further developing components of fitness: Preparing the body for technical exercises • Principles, characteristics & style of the dance major namely: • Grooming • Principles/characteristics/style of the dance major further developed from Grade 10 • Basic knowledge of the skeleton: Structure, Low marks = 30% - recall of content • Attendance during & additional lessons • Articulation of the feet, building strength & agility, jumps/footwork sequences in the dance movement & safe use of the spine: Linked to core Medium marks = 40% - explaining/describing content after school major with safe landings stability & posture, stance & alignment High marks = 30% - applying to real-life • Own practice and self-development • Increased complexity of turns/spotting • Dance terminology – names of steps/principles scenarios/situations, etc. • Providing textbooks, task books, • Travelling & aerial movement combinations across the floor, changing directions used in classwork The marking guideline must reflect the expected answers, additional notes & resources, etc. • Cooling down/relaxation techniques & safe stretching exercises to increase flexibility as well as allow for learners’ own interpretation/alternative OTHER AREAS TO INCLUDE: answers TOPIC 2: IMPROVISATION THEORY AREAS: Learners to write about each area • Make allowance for different learning Recap of content covered in Grade 10, plus increased focus on the following: only after experiencing/discussing in the practical AREAS THAT COULD BE INCLUDED IN THE TERM 1 TEST: styles namely: Visual, auditory, reading Improvisation activities to include: class SECTION A: and writing, kinaesthetic learning • Building self-confidence & trust in peers: Making eye contact, spatial awareness, • Learners’ interpretation of their • Purpose of a warm-up https://www.teachinghouse.com/post/the- • Purpose of a cool down, explaining relaxation & safe exploration of relationships with others understanding of improvisation and the 4-types-of-learning-styles-and-how-you- stretching techniques can-support-them • Exploring a wide range of music/genres/accompaniment/silence/spoken word, e.g., benefits performing to a poem • Reflection on how improvisation activities felt – • How to develop correct posture, stance & alignment • One task book per learner thick enough • Why it is important to understand the spine and how it is to use from Grade 10-12 for referencing • Combining dance elements and introduction to choreographic structures what learners enjoyed vs what were they fearful • Exploring conventional vs non-conventional spaces during class about & why linked to posture, stance, alignment, safe dance progression in content/topics practices, technique, and performance quality • Further development of creativity: E.g., working with unusual props or spaces, partner work, • Performance spaces that can be used in choreography: • Class registers to monitor attendance SECTION B: and progress contact improvisation • Conventional spaces – theatre stages, etc. • Non-conventional performance space/site-specific • Reflection on improvisation – how it is used to develop space choreography and creativity in own dance performance TOPIC 3: DANCE HISTORY AND LITERACY • Different performance spaces – advantages vs • Recap of content covered in Grade 10 disadvantages • Develop further understanding of history of the dance major • Brief history of the dance major • Functions of dance in society: Linked to careers, purpose & value of dance (life skills) • Functions & value of dance in society - what has been learnt about other skills that are included in dance – • Benefits of dance: Linked to health, fitness, mental stability, cognitive levels, creativity, problem solving, time management, discipline, working with values, attitudes, etc. others, respect, etc. EVALUATION TASK = 50 MARKS (minimum requirement) • How symbolism is used in dance: Cultural and theatrical dance (production elements, costumes/attire, use of colour, props, movement vocabulary, etc.) This is not a practical test, but a teacher evaluation of each • Start a glossary of specific dance terminology based on activities done in term 1 learners’ attitude, values & skills learnt in term 1. Refer to REQUISITE PRE- Experience from Grade 10 in the following areas: COMPETENCY FRAMEWORK: the CAPS revised chapter 4 for guidance on what is to be KNOWLEDGE • Practical dance experience learnt in technical class At this level, learners should start applying the content knowledge they have acquired in the FET period to apply it to real- assessed & how marks will be awarded. Create a marking • Improvisation experience well developed life context/situations to address the following areas: rubric at the start of term. Assessment criteria should be • Dance literacy • Values: Tolerance, compassion, responsibility communicated with learners at the start of the term as it is • Skills: Creativity, time management, communication an essential part of their development • Character and attitude: Reliability, perseverance, self-development AREAS THAT COULD BE INCLUDED IN THE TERM 1 RESOURCES EVALUATION TASK RUBRIC ARE: • Textbook • Task books (for learners) TO ENHANCE • Teachers’ guide • Selection of music/accompaniment for class work and improvisation • Application of the code of conduct: Respecting others, LEARNING dance space, teacher, dance conventions, attitudes, and • CAPS document • Video of prescribed dance work that will be taught in term 2 – refer to DBE Examination Guidelines (national recovery plan) values • Revised CAPS chapter 4 2021-2023 for prescribed works (videos can be ordered from Edumedia if needed • Attendance (commitment, discipline, reliability & (https://wcedonline.westerncape.gov.za/edumedia) responsibility) • Interest in the subject (commitment & focus) • Preparedness for each lesson • Recall of practical exercises taught/practice • Development & improvement during the term Downloaded from hlayiso.com 1

2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: GRADE 11 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: 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 we need to get them to • Can learners link areas across content and topics/apply knowledge to real-life scenarios/situations – high learning skills incorporated into teaching and learning • Marking written work in learner task books to regularly 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 (minimal requirement) Evaluation task on each learner = 50 marks (minimal requirement) Downloaded from hlayiso.com 2

2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: GRADE 11 2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: GRADE 11 (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 Two weeks of assessment CHAPTER 4 NOTE: Teachers are required to create a detailed weekly planner suitable for their school context • Feedback on the evaluation TOPIC 1: PRACTICAL DANCE CLASS AND INTEGRATED THEORY THEORY AREAS: Learners to write about SBA – TASK 2: • CONTENT task and Consolidation of term 1 class work, plus increased focus on the following: each area only after experiencing/ WRITTEN TEST = 80 MARKS (minimum requirement) • CONCEPTS written test • Safe dance practice in all exercises: Posture, stance & alignment, safe use of the spine, muscles & discussing in the practical class Set a test paper & marking guideline on content • SKILLS & • Action plan developed for gaps joints • Appropriate dance environment covered in term 2. The test should include 2 COMPETENCIES in content coverage and work • Further development of components of fitness to strengthen technique correct floor, temperature, ventilation, sections space, teaching & learning, etc. and The marking guideline must show the breakdown of cognitive • VALUES & not completed by learners in • Understanding & application of principles/characteristics and style in the dance major term 1 injury prevention levels required in CAPS revised chapter 4 namely: ATTITUDES • Established turns with eye focus (spotting) Low marks = 30% - recall of content • Providing learners with the PAT • Dance vocabulary of dance major: Steps & sequences, travelling & aerial movement combinations • Defining neuromuscular skills Medium marks = 40% - explaining/describing content brief/and marking guideline across the floor moving to a range of music genres & rhythms with variations in use of space (levels, • How to develop components of fitness’ Explanation of PAT High marks = 30% - applying to real-life scenarios/situations, directions, pathways) how they improve performance skills & choreography to be done over 2 etc. technique terms: • Cool down: Stretching for increased flexibility using relaxation techniques and breathing The marking guideline must reflect the expected answers as • Difference between static & dynamic well as allow for learners’ own interpretation/alternative • Process in term 2 stretching answers • Product in term 3 • Dance terminology – names of steps/ AREAS THAT COULD BE INCLUDED IN THE principles used in classwork continued TERM 2 TEST: SECTION A: OTHER AREAS TO INCLUDE: TOPIC 2: IMPROVISATION WRITTEN COMPONENT = 25 marks • Make allowance for different • Why an appropriate dance environment is needed in dance PAT TASK 4: PROCESS Guided improvisation activities according to BRIEF in preparation for Learners to write about each area only • How to develop components of fitness learning styles namely: Visual, choreography in term 3 after experiencing/ discussing in the auditory, reading and writing, PRACTICAL COMPONENT = 25 marks practical class • Explaining neuromuscular skills in dance performance kinaesthetic learning Improvisation activities to include: • Describing how dance elements & • Describing the difference between static & dynamic https://www.teachinghouse.com stretching • Exploring dance elements & choreographic structures: E.g., beginning, ending, climax, transitions, choreographic structures have been /post/the-4-types-of-learning- SECTION B: sequencing, patterning, repetition & stillness in relation to the BRIEF developed in relation to the BRIEF styles-and-how-you-can- • Exploring contrasting movements & dynamics, motifs, gestures & stylised movements to create • In depth analysis of how the selection of • How dance elements & choreographic structures are used to support-them enhance symbolism/own evaluation of the role of messages/meaning through movement music/accompaniment affects • One journal for the PAT written improvisation in dance choreography • Exploring the relationship of dance to aural settings: E.g., spoken word, sound effects, natural sound, choreographic process section. This could be used found sound, silence • Reflection/evaluation of the • Knowledge of music terminology related to how it develops over the 3-year FET period musicality in dance • Working with others/self-management/accountability process: Self & group – strengths, weaknesses • Analysis of prescribed dance work to include production • Developing critical thinking & problem solving – exploring creative ways to interpret/conceptualise elements, music/accompaniment, movement vocabulary, use BRIEF in term 3 • Preparedness for creating a dance of symbolism work in term 3 – what still needs to PRACTICAL TEST = 80 MARKS (minimum requirement) be done Develop a marking rubric outlining content, concepts, skills & TOPIC 3: DANCE HISTORY AND LITERACY competencies to be assessed & how marks will be awarded. • Identification of different dance forms: Linked to learning about principles/characteristics of own dance major in the practical class Refer to CAPS revised chapter 4 • Music terminology related to dance: Rhythm, pace, tempo, duration, melody, syncopation, polyrhythms, harmony, dynamics, phrasing – how this The focus should be providing feedback to learners for enhances musicality improvement • Developing visual literacy and critical thinking when viewing dance works/images/posters, movement, etc. The test could consist of: • Viewing a prescribed dance work: South African or international & analysis of the work, production elements, music/accompaniment, TECHNICAL CLASSWORK: movement vocabulary & symbolism used in the dance work • Recall of full technical class developed in complexity from • Continue developing the glossary of specific dance terminology based on activities done in term 2 Grade 10 REQUISITE PRE- • Assess pre-knowledge: What was covered in term 1 COMPETENCY FRAMEWORK: • Developed and demonstrated use of components of fitness KNOWLEDGE • Assess level of practical & improvisation: Ability/standard achieved in term 1 At this level, learners should start applying the content knowledge they have acquired in the FET • Established technique showing appropriate use of safe period to apply it to real-life context/situation to address the following areas: dance practices • Assess level of written content & meaningful understanding shown by learners – address areas that show lack of understanding before continuing • Values: Responsibility, self-learning, positively influencing peers • Established principles & characteristics and style in the • Skills: Communication, creativity and creating own works, confident use of technology dance major • Character and attitude: Perseverance, working positively, leadership • Established performance skills UNSEEN IMPROVISATION: RESOURCES TO ENHANCE • As from term 1, plus: • YouTube clips for identifying different dance forms & developing understanding of Learners can perform alone or in groups LEARNING • Video/DVD of a professional dance work: South African or international principles/characteristics of the dance major to deepen understanding and inspiration for PAT BRIEF • Ability to creatively interpret/abstract a stimulus/use (Videos can be ordered from Edumedia if needed) • Selection of music/accompaniment for class work and improvisation and PAT symbolism (https://wcedonline.westerncape.gov.za/edumedia) • Cell phones and school internet access for researching PAT BRIEF • Ability to interpret unseen music creatively and with Downloaded from hlayiso.com 3

2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: GRADE 11 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: sensitivity ASSESSMENT, • Instructions/corrections provided during practical & improvisation classes to deepen learning, understanding and guide improvement • Demonstrates an understanding of how dance elements can REMEDIATION • Focus on targeted learning – where are the learners now – where do we need to get them to be used • Can learners link areas across content and topics, apply knowledge to real-life scenarios/situations – high learning skills incorporated into teaching and learning • Awareness of self and others in space • Marking written work in learner task books to regularly assess what has been understood vs what needs re-teaching/remediation • Freedom of movement and confidence in combining • Additional classes after school to provide additional time for the topics as needed and further PAT preparations various styles/developing own movement vocabulary/motifs/gestures/everyday movements SBA TASK 2: TASK 4: PAT Choreography & Improvisation PROCESS = 50 MARKS Refer to CAPS revised chapter FORMAL Written test = 80 marks (minimum requirement) 4 ASSESSMENT & PAT Practical test = 80 marks (minimum requirement) PRACTICAL PROCESS COULD INCLUDE: WRITTEN PROCESS COULD INCLUDE: 25 marks 25 marks • Investigation/research into BRIEF • Improvisation, experimentation & • How dance elements & choreographic structures have been conceptualisation experimented with • Collaboration & communication • Reflection: Group & self to include suggestions for • Critical thinking & problem solving improvements/management • Self-management & accountability • Planning for term 3 – product – production elements, final interpretation of BRIEF, etc. • Language & communication skills, digital literacy Downloaded from hlayiso.com 4

2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: GRADE 11 2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: GRADE 11 (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 CAPS Orientation Eight weeks of teaching and learning: Teachers are required to create a detailed weekly planner suitable for their school context Two weeks for assessment CHAPTER 4 • Feedback on term 2 tests TOPIC 1: PRACTICAL DANCE CLASS AND INTEGRATED THEORY THEORY AREAS: Learners to write about each area only after SBA – TASK 3: RESEARCH TASK = 50 MARKS (minimum • Action plan developed for gaps in Consolidation of term 1 & 2 class work, plus increased focus on the experiencing/discussing in the practical class requirement) • CONTENT content coverage and work not following: • Principles & characteristics, style of dance major CURRENT SOUTH AFRICAN DANCE WORKS (not from • CONCEPTS completed by learners • Exercises (centre practice, floorwork, travelling) show increased • Techniques: Safe dance practices prescribed list) • SKILLS & levels of components of fitness The research task MUST be taught and guided during school • Recap of the PAT BRIEF and marking • How to develop performance skills/quality COMPETENCIES • Principles of dance major understood and applied in all areas of hours. It may NOT be given to learners to complete as a guideline • Injuries: Causes, prevention & care homework project • VALUES & • Process in term 2 the class The purpose of this task is to: ATTITUDES • Product in term 3 • Technique: Safe dance practice applied and exercises/sequences in the dance major performed with accuracy, increased complexity, • Further develop investigative skills learnt in Grade 10 OTHER AREAS TO INCLUDE: and attention to detail • Investigate plagiarism • Make allowance for different learning • Increased performance skills/quality (musicality, focus, projection, • Critical analysis regarding selection of information styles namely: Visual, auditory, reading personalisation, commitment to movement/others, creativity) • Language and presentation skills and writing, kinaesthetic learning • Start learning a South African ceremonial indigenous group • Referencing ability further developed from Grade 10 https://www.teachinghouse.com/post/th dance for inclusion in term 4 paper 2 practical examinations DEVELOP A LEARNER BRIEF, outlining the process & final e-4-types-of-learning-styles-and-how- TOPIC 2: CHOREOGRAPHY WRITTEN COMPONENT = 25 marks product for the research task to include: you-can-support-them PAT TASK 4: PRODUCT Guided activities according to BRIEF for Learners to write about each area only after experiencing/discussing in the • Recap from Grade 10 on starting a research project choreography in term 3 practical class (this journal could be presented in the journal an online journal, online • Inspiration and motivation to learn about current dance PRACTICAL COMPONENT = 25 marks docufilm, video diary, PowerPoint, etc.) works being created in South Africa linked to job • Interpretation/conceptualisation of the theme/intent/idea provided in • Designing a poster/flyer for a dance production relevant to theme of own opportunities/entrepreneurship for own development as a the learner BRIEF choreography or grade performance: This could be presented in hard copy or choreographer • Dance elements and choreographic structures applied online digital platform using technology available • Producing a completed research task • Develop creative movement vocabulary for chosen • Presentation of the process and product reflection should include: • Improving literacy/writing skills and digital literacy theme/intent/idea with symbolic meaning ▪ Reflection/evaluation of the process (self & group) & analysis of final It is recommended that suitable choices for current South • Interpretation of selected music/accompaniment, etc. product African dance works are provided that could be linked to the ▪ Interpretation of theme/intent/idea Grade 10 research for learners to choose from that are: • Selection and interpretation of appropriate music/accompaniment ▪ Use of production elements/choreographic structures & dance elements • Relevant to provincial/cultural/dance major requirements related to the theme in the BRIEF ▪ Choice of music/accompaniment/silence, etc. • Presentation of the final dance work: Exploration of technology, • Reliable internet sites to assist learners in getting started video presentations, use of conventional/non-conventional spaces, • Create a marking rubric outlining what is to be expected for etc. low/medium/high presentations. Learners should receive TOPIC 3: DANCE HISTORY AND LITERACY the marking rubric at the start of the research task. Refer to • History of dance major/comparison of dance forms (principles & characteristics, styles) CAPS revised chapter 4 ASSESSMENT CRITERIA THAT COULD BE INCLUDED IN THE • Analysis of the prescribed choreographer (of the dance work studied in term 2) & their contributions to dance/society RESEARCH TASK: • Continue developing the glossary of specific dance terminology based on activities done in term 3 and consolidation Pre-planning/research = 10 or 15 marks (minimum requirement) REQUISITE • Application of dance conventions and code of conduct COMPETENCY FRAMEWORK: • Selection of a suitable dance work (not from prescribed PRE- • Demonstrating proficiency in technical class requirements At this level, learners should start applying the content knowledge they have acquired in the FET period to apply it to real- list) KNOWLEDGE life contexts. Teachers should adapt content to real-life scenarios/situations for relevancy. This should show development • Deep understanding of improvisation requirements • Using multiple sources from a variety of sites, books, etc. from term 2, plus address the following areas: • PAT process requirements completed = 60 marks (term 2) • Extracting and interpreting information in own words for • Values: Self-learning, positively influencing peers, self-development • Understanding of topic 3 content requirements • Skills: Problem-solving, critical thinking and analysis, able to make discerning judgements and use technology effectively presentation • Character and attitude: Reliability, perseverance, working positively • Correct referencing information Final research presentation = 10 or 15 marks (minimum) • Allow learners a choice in developing their PAT journals and research assignments, e.g., online journal, online docufilm, written/typed PowerPoint etc. • Oral/video/PowerPoint/written, story book etc. • Integration with other subjects e.g., Languages, Mathematics, Science, Dramatic Arts, Music, etc. • Use of language, writing/oral/design skills RESOURCES As is for term 1 and 2, plus: • Computers/cell phones/school internet access/YouTube to assist with developing research • Logical flow of information TO ENHANCE • Selection of music to assist learners in their PAT choreography EVALUATION TASK = 50 MARKS (minimum) • Books, programmes, articles on the chosen topic/theme This is not a practical test, but a teacher evaluation of each LEARNING • Venue for PAT performances – conventional/non-conventional spaces/filming, etc. • Refer to the DBE PAT documents (past and present) for ideas/guidance on how to structure the learners’ attitude, values & skills learnt in term 1, 2 and 3. Refer Grade 11 PAT to the CAPS revised chapter 4 for guidance on what is to be INFORMAL ASSESSMENT FOR LEARNING: • Marking written work in learner task books to regularly assess what has been understood vs what assessed & how marks will be awarded. Create a marking ASSESSMENT, • Instructions/corrections provided during practical & improvisation classes to guide improvement needs re-teaching/remediation rubric at the start of term. Assessment criteria should be REMEDIATION • Focus on targeted learning – where are the learners now – where do we need to get them to • Identifying learners with learning barriers & addressing this with the school for remediation communicated with learners at the start of the term as it is an • Can learners link areas across content and topics and apply knowledge high learning skills • Additional classes after school as needed and further PAT preparations for final presentation essential part of their development AREAS THAT COULD BE INCLUDED IN THE TERM 3 EVALUATION TASK RUBRIC: Downloaded from hlayiso.com 5

2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: GRADE 11 TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 SBA FORMAL TASK 3: TASK 4: PAT Choreography PRODUCT = 50 MARKS Refer to CAPS revised chapter 4 • Class and -exam etiquette, respect and working safely with ASSESSMENT Research task = 50 marks (minimum PRACTICAL PRODUCT TO INCLUDE: 25 marks WRITTEN PRODUCT COULD INCLUDE: 25 marks others requirements) • Successful completion of dance composition • Production planning (e.g., poster/flyer, newspaper advert, programme note, • Working effectively as an individual & with others as a Evaluation task on each learner = 50 • Creative interpretation of learner brief etc.) member of a team marks (minimum requirements) • Creativity: Use of dance elements, choreographic structures, • Reflection on final product, which could include: Success, weakness, use of • Making decisions using critical & creative thinking to solve production elements, performance spaces improvisation, selection of music/accompaniment selection, choice/use of problems • Use of music/accompaniment to enhance theme dancers, etc. • Development & improvement • Use of video/film/production elements • Final presentation on the process and product: This could be presented in • Commitment: Attendance during school & after the journal or an online journal, online docufilm, video diary, PowerPoint, school/additional lessons - accountability and responsibility etc. Downloaded from hlayiso.com 6

2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: GRADE 11 2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: GRADE 11 (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 Four weeks for assessment CHAPTER 4 NOTE: Teachers are required to create a detailed weekly planner suitable for their school • Feedback on term 3 research & TOPIC 1: PRACTICAL DANCE CLASS AND INTEGRATED THEORY THEORY AREAS: Learners to FINAL EXAMINATIONS – TASK 5: • CONTENT evaluation tasks Consolidation of term 1-3 class work, plus: write about each area only after WRITTEN EXAMINATION = 100 MARKS • CONCEPTS • Strategies for written exam • Mastery of a full technical class with increased complexity experiencing/discussion in the Set an examination paper & marking guideline on CORE content FROM TERMS 1-4, skills, • SKILLS & readiness could include: • Correct application of technique with attention to detail: Safe dance practices practical class competencies, attitudes & values taught in terms 1–4 COMPETENCIES • Explaining cognitive levels • Well-developed components of fitness • Nutrition & hydration The exam should include 2 sections • How to interpret questions/how • Reflection on ceremonial South The marking guideline must show the breakdown of cognitive levels required in CAPS revised • VALUES & • Established principles/characteristics in dance major much to write African ceremonial indigenous chapter 4 ATTITUDES • Performance skills/quality (musicality, focus, projection, personalisation, • Identifying action verbs dance namely: commitment to others/movement, accuracy and making meaning of Low marks = 30% - recall of content • Format of the question paper movement) • Revision of all written content • Consolidation & action plan Medium marks = 40% - explaining/describing content terms 1-3 • Completion of ceremonial African indigenous dance (2 minutes) for High marks = 30% - applying to real-life scenarios/situations, own opinions, etc. developed for gaps in content • Re-teaching of sections not well presentation in the examination with focus on timing, varied dynamics, coverage and work not completed by understood commitment to movement, focus & performance skills SECTION A = 40 MARKS – could include learners in terms 1-3 TOPIC 2: IMPROVISATION THEORY AREAS: Learners to write • Safe dance practices: E.g., purpose and procedures of warming up/cooling down/spotting/turn OTHER AREAS TO INCLUDE: Improvisation activities to include: about each area only after out/safe landings, etc. Make allowance for different learning • Conceptualising a stimulus: Develop movement vocabulary using experiencing/discussing in the • How to develop components of fitness styles namely: Visual, auditory, reading words, symbols, text, sculptures, images, etc. practical class • Nutrition & hydration and writing, kinaesthetic learning • Combining dance elements & choreographic structures • Working with others • Principles/characteristics of the dance major https://www.teachinghouse.com/post/th • Development of movement vocabulary, fusion, and own style • Combining dance elements, • Performance skills/quality – reflection on what has been learnt in the practical e-4-types-of-learning-styles-and-how- • Interpreting a wide range of music genres/accompaniment/spoken choreographic structures class/improvement, etc. you-can-support-them word/silence • Describing movements and fusion SECTION B = 60 MARKS – could include • Developing creativity and confidence • Self-reflection on the purpose/value • Improvisation and choreography: Dance elements & choreographic structures/performance • Interpret and abstract a stimulus of improvisation, what has been spaces learnt, PAT process and product • Reflection of PAT process and final product • Developing problem solving & decision-making skills • Revision of all written content terms • History of the South African ceremonial indigenous dance learnt 1-3 • Detailed analysis of a prescribed dance work, synopsis/theme/intent, movement vocabulary, TOPIC 3: DANCE HISTORY AND LITERACY • Re-teaching of sections not well understood/not production elements, music/accompaniment & symbolism used History of the South African indigenous dance taught to include: completed • Detailed analysis of a prescribed choreographer & contribution to dance/society • Origin/s/background history • Re-viewing the dance work studied in term 2: PRACTICAL EXAMINATION = 100 MARKS • Area/place it is found Detailed analysis of the work, movement Learners to be examined in groups of no more than 6 learners at a time. Develop a marking • Participants/performers vocabulary, production elements, music and rubric outlining which content, skills, competencies, attitudes & values to be assessed & how • Outfits/costumes symbolism used marks will be awarded. Refer to CAPS revised chapter 4 • Music/accompaniment • Completing the glossary of specific terminology The examination should consist of the following areas in each section: used in dance based on topics 1-3 in terms 1-4 TECHNICAL CLASSWORK = 50 marks • Recognisable principles, characteristics, style of the dance • Importance of learning the dance • Revision of all written content terms 1-3 • Full technical class in the dance major learnt showing: REQUISITE PRE- • Understanding and correct application of technique: Safe dance practice COMPETENCY FRAMEWORK: • Well-developed components of fitness KNOWLEDGE • Well-developed and established levels of components of fitness At this level, learners should start applying the content knowledge they have • Technique: Safe dance practices understood and applied with accuracy • Correct application of principles, characteristics, style of dance major acquired in the FET period to apply it to real-life contexts. Teachers should adapt • Exercises show a broader range of movement & complex combinations • Knowledge of popular South African indigenous dance content to real-life scenarios/situations for relevancy. This should show • Application of developed principles, characteristics, and style in dance major development from term 3, plus address the following areas: • Confidence and performance skills/quality • Confident and creative approach to improvisation • Values: Self-learning, positively influencing peers, self-development • Completion of topic 3 theory • Skills: Problem-solving, critical thinking and analysis, able to make discerning SOUTH AFRICAN CEREMONIAL INDIGENOUS GROUP DANCE = 30 marks, approximately 2 judgements minutes • Character and attitude: Reliability, perseverance, working positively, a team • Completed 1-2-minute group dance showing: player • Beginning & ending RESOURCES • Video/DVD of the dance work studied in term 2 • Sending additional work for learners via WhatsApp to assist in study • Timing, varied dynamics, commitment to movement style TO ENHANCE • Marking rubric for practical examinations – to be mediated with learners methodologies • Focus, presentation & performance skills LEARNING • • Content guidelines for written examination – cognitive levels, format & content of the Refer to DBE Examination Guidelines (National Recovery Plan) • Teamwork, involvement, and enjoyment examination to be mediated with learners Dance Studies 2021-2023 for guidance Downloaded from hlayiso.com 7

2023/24 ANNUAL TEACHING PLANS: DANCE STUDIES: GRADE 11 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: • Can learners link areas across content and topics – high learning UNSEEN IMPROVISATION = 20 marks (learners can perform alone or in groups) ASSESSMENT, • Instructions/corrections provided during practical & improvisation classes to guide skills incorporated into teaching and learning • Teachers to provide an unseen stimulus and music/accompaniment for learners to: REMEDIATION improvement • Marking rubric for practical examinations – to be mediated with • Interpret, conceptualise, or abstract stimulus • Focus on targeted learning – where are the learners now – where do we need to get them learners • Interpret music/accompaniment creatively and with sensitivity to • Additional classes after school to provide additional time for the • Create suitable movement vocabulary in own style with symbolic meaning topics as needed/ work not completed by learners • Dance elements applied and understood FINAL END OF TASK 5: • Perform with confidence & commitment YEAR Written examination = 100 marks EXAMINATIONS Practical examination 100 marks Downloaded from hlayiso.com 8