Transitions Project Presentation 262

Best Practice Dance NetworkLead Cluster Project: 

Best Practice Dance Network Lead Cluster Project

Partnership and Funding: 

Partnership and Funding Partnership – Best Practice Dance Network Youth Sport Trust Specialist Schools Trust National Dance Teachers Association Funding and Accountability DfES

Project Aim: 

Project Aim The development of a leading practice, primary liaison model for whole cluster/pyramid dance development

Project Brief: 

Project Brief Urban case study focussed on a specialist sports college – Chesterfield High School Include continuing professional development (CPD) events, a regional dance platform, and the development of dance support materials Provide sustainable and manageable structures which build upon and develop current practice Disseminate nationally

Initial Consultation: 

Initial Consultation A keeness to share practice across a wider circle of schools Considerable existing primary liaison dance support work Concern over inconsistency of provision and lack of strategic structure for development Concern over the lack of skills, knowledge and understanding amongst dance non-specialists Concern over lack of progression and continuity in dance

Cluster Objectives: 

Cluster Objectives Cluster dance network mutual support vision and energy for cluster dance development Common dance understanding and structures dance terminology dance processes progression and continuity (rec – Y9) scheme of work

Cluster Objectives (cont.): 

Cluster Objectives (cont.) Whole school dance development Strong dance culture in all cluster schools Dance confidence for all cluster dance teachers Consistent high quality dance education for all cluster pupils National Relevance manageable model sustainable beyond the life of the project

Long Term Plan: 

Long Term Plan Year 1 Consultant funding to facilitate the setting up of the network, negotiate shared cluster ethos and vision, create a first layer of resource materials establish key dance events Year 2 & 3 Reduced or independent funding for the network to strengthen the network, create second and third layer of materials using established frameworks sustain key events

Year 1 - Programme: 

Year 1 - Programme Autumn Term 2004 Consultancy, planning and project set up Spring Term 2005 Establish cluster network Form cluster working party Generate cluster dance structures and materials Summer Term 2005 Whole school dance development Cluster dance platform

Slide10: 

Cluster Scheme of Work Reception – Year 9 Cluster network Core working group Modules of work Trial modules in schools Dance CPD for all teachers Whole school dance sharings Cluster dance platform Agreed ethos & practice Progression of learning objectives Wider teachers group

Cluster Network: 

Cluster Network Liaison with lead school Consultancy with high schools Formation and dissemination of project plan High school liaison with primary schools Project commitment and launch

Slide12: 

“At the outset the commitment was not made by all schools and this had a ripple effect throughout the whole project”

Cluster Working Party: 

Cluster Working Party 2 day seminar :- dance terminology dance processes scheme structure progression of learning objectives module focus, frame works and writing teams

Slide14: 

“Extremely useful – great to have time out to discuss dance and share knowledge.” “Developing a common understanding ensured that all involved felt confident about the project” “Establishing the initial structures was the foundation rock of the whole project.”

Slide15: 

“Not everyone was able to attend so when writing began some of the clarity was lost” “Hard work – time pressured”

Module Writing and Presenting: 

Module Writing and Presenting Writing partners 10 modules – 1 per year group – Rec to Year 9 Practical presentation to the team

Slide17: 

“The paired writing teams worked very well – working with a primary partner ensured that relevant and useful creative topics were chosen – collaborative discussion ensured that we constantly evaluated and improved each unit” “Great to work with primary staff – they have such a different view point and know their students so well”

Slide18: 

“Teachers who chose to work without their writing partner found the activity much more difficult. The fusion of subject knowledge and primary experience didn’t happen. These teachers often felt isolated and lost momentum.”

Slide19: 

“Scary but excellent development” “Listening to other peoples opinions really helped” “It was good to try the modules out on each other before having to present to the larger teachers group.”

Slide20: 

“Not all the teachers managed to get the writing finished on time so the modules couldn’t be presented in order from reception to year 9 as had been planned …… this cost us a clear understanding of the progression.” “The process was hindered by irregular attendance”

Whole Cluster Staff Training: 

Whole Cluster Staff Training 4 hours practical workshops for all teachers involved in teaching dance in any project school:- Dance elements workshop Dance processes workshop Module springboard workshop

Slide22: 

“I thought these were excellent training sessions for non-specialists and specialists alike. Staff were more enthused than they anticipated – this has continued somewhat in school after the event.” “Gave the whole project a lift – there was a real buzz.”

Slide23: 

“Ideally I would have liked more staff from my school to be involved but my headteacher would not support this.” “Not all the staff from my partner primary attended – only 4 arrived – so some of the momentum was lost.”

Module Teaching and School Dance Sharings: 

Module Teaching and School Dance Sharings Trialing of modules in schools Opportunity to put training into practice Momentum for whole school development Focus for module delivery Raise dance profile Sharing of practice

Slide25: 

“Where the whole school was involved in teaching and learning the new modules there was a great sense of purpose and excitement throughout – a real momentum” “The prospect of sharing the work with the whole school was a great motivator for both staff and pupils”

Slide26: 

“I was the only one teaching a module in my school. I haven’t shared the work yet. I’ll try to find a time before the end of term.” “Timing is crucial – I had lessons cancelled due to SATs, school trips, holidays – needs to be the right time”

Cluster Dance Platform: 

Cluster Dance Platform Project focal point Exemplification of project work Establishment of regional platform High profile cluster dance event

Slide28: 

“It was a great opportunity for both teachers and children to see dance progression from reception to year 9.” “The whole event was spectacular – I felt privileged to be there.” “Collaboration like this is rare.”

Recommendations: 

Recommendations Pre-project liaison is the foundation rock on which everything builds. Local knowledge is extremely helpful in this process. The active support of senior management is vital. Dance development is more effective with whole staff/school involvement. Commitment is vital to the success of the project.

Slide30: 

Best Practice Dance Network Lead Cluster Project