Veronica Jobbins Head of Professional and Community Development Laban, London, UK

1. Veronica JobbinsHead of Professional and Community Development Laban, London, UK Dance in English Schools

2. Dance Context • Professional ballet and contemporary dance companies • Regional network of dance agencies and companies • Strong recreational, community and youth dance sector • Dance well-established in schools and universities • Dance training provision in vocational schools and new training initiatives for young people (CAT’s) • Government support and increasing interest in dance’s contribution to health and creative industries • Current economic situation

3. Why dance in schools? “As one of the major art forms, its intrinsic value lies in the possibilities it offers for the development of pupils creative, imaginative, physical, emotional and intellectual capacities.” Maximising Opportunity NDTA Policy Paper 2004

4. Why dance in schools? “Because of its physical nature, dance provides a means of expression and communication distinct from other art forms and because of its expressive and creative nature it stands apart from other physical activities. Maximising Opportunity NDTA Policy Paper 2004

5. Primary Schools (5 – 11) • Dance currently compulsory as part of Physical Education • Mostly taught by classroom teacher • Creative dance /folk /street dance • Relationship to other subjects eg cross-curricular themes

6. Secondary Schools (11 – 18) • Optional part of PE curriculum • Placed within PE /Arts / Performing Arts • Taught by PE or dance specialist • Contemporary /creative /street

7. Dance Examinations • General Certificate of Secondary Education (GCSE) Dance aged 14 – 16 • Advanced Level (Advanced Supplementary AS and A2) Dance aged 16 – 18 • All examinations include dance performance, choreography and critical studies

8. Dance Curriculum • Strong pedagogy – 3 strands • composing • performing • appreciating • Strong links to dance artists and companies • National Dance Teachers Association (NDTA)

9. Who teaches dance in schools? • Primary teachers • Secondary PE teachers • Secondary “Specialist “ Dance teachers • Dance artists in both primary and secondary schools on project basis

10. Issues • Access for all • Progression • Workforce development – quality and quantity • Links between in-schools and out-of-schools sector • Diversity of genre • Dance - art or physical education?

11. Current Initiatives • Sport and Physical Activity – target of 5 hours per week for children and young people • Cultural Entitlement – 5 hours per week of high quality arts and cultural activity children and young people • Rose Review of Primary School Curriculum (2009) – locating dance with the arts • Tony Hall Dance Review for children and young people in and out of schools (2008)

12. References and resources • National Dance Teachers Association (NDTA) • www.ndta.org.uk • Youth Dance England (YDE) • www.yde.org.uk • Foundation for Community Dance • www.communitydance.org.uk • Dance UK • www.danceuk.or.uk • UK Government publications • www.dcsf.gov.uk/publications/dancereview • www.dcsf.gov.uk/primarycurriculumreview/