Dance is included in the PE curriculum at KS1 – KS3 National Curriculum in England: Physical Education Programmes of Study. It is a popular and highly effective way of getting children active and offers a unique medium for creative expression. Professionals, other than school teachers, delivering dance with children are usually called dance practitioners.
Schools have been using their PE and Sport premium funding to support dance activity in different ways. See the Youth Dance England Delivering dance through the PE and Sports Premium funding document for examples
Here is advice on how to identify and select high quality dance artists/practitioners.
Here is a list of dance organisations that can help you find dance artists/practitioners in all areas of England.
In a number of educational establishments where dance studios have been built, the dance teacher has found her/himself without sufficient specific knowledge or support to explain to non-experts the optimum, or the minimum, requirements in order to achieve a satisfactory solution.
Whether you are building from the foundations or reconstructing an existing building, there are physical requirements, aesthetic requirements and those related to health and safety. And each situation has its own unique priorities.
This guide will give you some helpful tips on what you need to take into account:
A survey form was developed for this purpose and circulated to members with information about Building Schools for the Future and links to related documents. The full survey is available to download.
DTAP aims to make its work inclusive of, and applicable to, teachers, leaders and artists working in all styles of dance and in all settings focussed on dance-dedicated participatory practice (as opposed to activities that include aspects of dance but that are primarily exercise or fitness focused).
By establishing nationally recognised standards, DTAP aims to help those who provide employment know how to recognise and expect good practice, and to increase the range and amount of work available to dance leaders and teachers who demonstrate good practice.
Current DTAP initiatives include:
In offering support to improve the inclusion of Muslim girls in physical education, the intention of the guidance is to be sensitive to the needs of the diverse Muslim population, and to the realities of resourcing and practice in schools.
Local resolutions are required because the needs, resources and feasible solutions are unique to each school. While Health and Safety legislation and the Education Act is fixed, in most instances negotiation can determine a more satisfactory outcome than a mandatory framework.
This downloadable document contains clarifications and recommendations that have grown out of city-wide research including multiple contributors from schools (headteachers, parents and pupils), community practitioners, providers and related national associations.
For the vast majority of dance teachers, there are two insurance covers in particular which should be considered – professional indemnity insurance and public liability insurance. Which one do you need?
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