From September 2020, there wi ll be new requirements in relation to this subject, and state-funded In particular, pupils should be taught to: Pupils should build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities. ... Dance Alive National Ballet is funded by the National Endowment for the Arts, a federal agency in partnership with the Florida Department of State, Division of Cultural Affairs and the Florida Council on Arts and Culture. Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. You’ve accepted all cookies. I have read and accept the terms and conditions, View permissions information for this article, Click the button below for the full-text content, 24 hours online access to download content. With support from the National Endowment of the Arts, NDEO published Evidence: A Report on the Impact of Dance in the K-12 Setting in July 2013. Through dance, students represent, question and celebrate human experience, using the body as the instrument and movement as the medium for personal, social, emotional, spiritual and physical communication. If you have seen it you will have noted that dance is only briefly and partially included in the PE Curriculum at Key Stages 1-3 and referenced as an example of an activity at Key Stage 4. The National Curriculum for England was first introduced by the Education Reform Act of 1988.At the time of its introduction the legislation applied to both England and Wales. Children receive many artistic, cultural, cognitive and physical benefits from dance instruction. Dear Dance Colleagues, in UK. All content is available under the Open Government Licence v3.0, except where otherwise stated, Secondary curriculum, key stage 3 and key stage 4 (GCSEs), National curriculum in England: PE programmes of study, nationalarchives.gov.uk/doc/open-government-licence/version/3, Coronavirus (COVID-19): guidance and support, Check how the new Brexit rules affect you, Transparency and freedom of information releases, develop competence to excel in a broad range of physical activities, are physically active for sustained periods of time, engage in competitive sports and activities, master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities, participate in team games, developing simple tactics for attacking and defending, perform dances using simple movement patterns, use running, jumping, throwing and catching in isolation and in combination, play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending, develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics], perform dances using a range of movement patterns, take part in outdoor and adventurous activity challenges both individually and within a team, compare their performances with previous ones and demonstrate improvement to achieve their personal best, swim competently, confidently and proficiently over a distance of at least 25 metres, use a range of strokes effectively [for example, front crawl, backstroke and breaststroke], perform safe self-rescue in different water-based situations, use a range of tactics and strategies to overcome opponents in direct competition through team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis], develop their technique and improve their performance in other competitive sports [for example, athletics and gymnastics], perform dances using advanced dance techniques in a range of dance styles and forms, take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group, analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best, take part in competitive sports and activities outside school through community links or sports clubs, use and develop a variety of tactics and strategies to overcome opponents in team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis], develop their technique and improve their performance in other competitive sports [for example, athletics and gymnastics] or other physical activities [for example, dance], take part in further outdoor and adventurous activities in a range of environments which present intellectual and physical challenges and which encourage pupils to work in a team, building on trust and developing skills to solve problems, either individually or as a group, evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best, continue to take part regularly in competitive sports and activities outside school through community links or sports clubs. 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