# Gr 11 Dan Stu ATP 2023 24 > Grade 11 Dance Studies annual teaching plan, 8 pages. Read online or get the free PDF download. - Page: https://www.hlayiso.com/library/gr-11-dan-stu-atp-2023-24/d7cf0d0b-5284-4b58-bc3c-3be7d351d71d - Updated: 2026-09-27 - Subject: Dance Studies - Grade: Grade 11 - Document type: Annual teaching plan - Curriculum: CAPS - Pages: 8 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 11](https://www.hlayiso.com/library/grade-11) › [Dance Studies](https://www.hlayiso.com/library/grade-11/dance-studies) › [Gr 11 Dan Stu ATP 2023 24](https://www.hlayiso.com/library/gr-11-dan-stu-atp-2023-24/d7cf0d0b-5284-4b58-bc3c-3be7d351d71d) ## About this document Dance Studies · Grade 11. Annual teaching plan, 8 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 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 ### Page 2 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 ### Page 3 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 ### Page 4 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 Text truncated here. Open the document page to read the rest. ## Related documents - [DANCE STUDIES GR11 QP NOV2017 Afrikaans](https://www.hlayiso.com/library/dance-studies-gr11-qp-nov2017-afrikaans/22c34254-0ff5-40a1-976c-84b454462346) — Dance Studies · QP · 2017 · Afr - [DANCE STUDIES GR11 QP NOV2017 English](https://www.hlayiso.com/library/dance-studies-gr11-qp-nov2017-english/a0e9cc72-0a0c-4242-a8fa-cbb0352c2d3a) — Dance Studies · QP · 2017 · Eng - [Gr11 DNCE N16 MEMO Eng](https://www.hlayiso.com/library/gr11-dnce-n16-memo-eng/048d14ec-3b69-4833-930f-05decfb3f3ff) — Dance Studies · Memo · 2016 · Eng - [Gr11 DNCE N16 MEMO Afr](https://www.hlayiso.com/library/gr11-dnce-n16-memo-afr/e40bfa7a-caa5-4da4-a165-7e687830c5f2) — Dance Studies · Memo · 2016 · Afr - [Gr11 DNCE N16 QP Eng](https://www.hlayiso.com/library/gr11-dnce-n16-qp-eng/f77045ee-305e-48c4-87c1-9aa0ab88d145) — Dance Studies · QP · 2016 · Eng - [Gr11 DNCE N16 QP Afr](https://www.hlayiso.com/library/gr11-dnce-n16-qp-afr/fdb31f99-b1cb-471a-8aa8-6871408034b1) — Dance Studies · QP · 2016 · Afr ## More from Grade 11 Dance Studies - [DANCE STD MEMO AFR GR11 NOV 2015](https://www.hlayiso.com/library/dance-std-memo-afr-gr11-nov-2015/7e58bb21-7009-4ab6-84b8-308963c23805) — Memo · 2015 · Afr - [DANCE STD MEMO ENG GR11 NOV 2015](https://www.hlayiso.com/library/dance-std-memo-eng-gr11-nov-2015/43967878-32f9-44e7-a93b-1310a9e2823c) — Memo · 2015 · Eng - [DANCE STUDIES QP GR11 NOV 2015 AFR](https://www.hlayiso.com/library/dance-studies-qp-gr11-nov-2015-afr/fb4bb08d-9e08-4830-a135-f023bf152fe8) — QP · 2015 · Afr - [DANCE STUDIES QP GR11 NOV 2015 ENG](https://www.hlayiso.com/library/dance-studies-qp-gr11-nov-2015-eng/fcdc238a-5977-417c-9da7-d25e31c29fe1) — QP · 2015 · Eng - [Dance Studies Memo](https://www.hlayiso.com/library/dance-studies-memo/53142bc7-30cb-4f36-96ea-375d0f3b83a5) — Memo · 2014 - [Dance Studies QP](https://www.hlayiso.com/library/dance-studies-qp/10c92737-88ef-4d1c-9333-ec32a85b8f59) — QP · 2014 ## Collection - [Grade 11 Annual teaching plans](https://www.hlayiso.com/annual-teaching-plans/grade-11) --- Hlayiso: free CAPS and IEB past papers, memos, notes and study guides for South African learners. When citing, link the page URL above, not a PDF or /api/ URL.