Inclusivity in Dance

There wasn’t a dry eye in my house as we watched Saturday’s final of Strictly Come Dancing.

I was captivated and overjoyed to watch Chris McCausland and his professional dance partner, Dianne Buswell, lift the glitterball trophy at the culmination of what was a truly remarkable series.

Week after week, their inspiring performances lit up our screens, showing the nation that determination, talent, and passion can overcome any obstacle.

Chris, who lost his sight at the age of 22, achieved something extraordinary through his journey on Strictly. His triumph is more than just a personal milestone; it’s a landmark moment for inclusivity in the arts. As one of the first blind contestants to compete on such a high-profile stage, Chris has inspired millions with his story, shattering stereotypes about what’s possible when accessibility and opportunity are prioritised. His success reminds us all of the transformative power of inclusive opportunities in the arts and education.

And like Rose Ayling-Ellis who was the show’s first deaf contestant, Strictly Come Dancing has once again shown itself to be an inclusivity champion.

And we share that commitment to inclusivity.

As the sole provider of GCSE and A-Level Dance qualifications, we believe every student, regardless of ability, deserves the chance to access and excel in dance. Chris’s story is a testament to the importance of breaking down barriers, and we’re proud to play a role in fostering inclusivity for the next generation of dancers.

Supporting Inclusivity in Dance Education

Dance is for everyone, and we’ve worked hard to ensure that our GCSE and A-Level Dance qualifications reflect this belief. Our mission is to make dance education accessible to all students, regardless of their physical, sensory, or cognitive abilities.

We’ve worked with our Lead Moderator to support students to access dance in a variety of scenarios. For example a student feeling fatigue caused by cancer treatment was able to record their duet/trio in one minute chunks; and we’ve also helped hearing impaired students access the Non-Examined-Assessment using a visual metronome.

We’ve developed a wide range of initiatives and resources to support inclusivity in our qualifications, including:

• Adapted Set Phrases: We’ve created adaptable processes that cater to the diverse needs of students, ensuring they can engage fully with the curriculum.
• Exemplar Work: By providing real-world standardisation examples, we help students and teachers envision what success can look like across a range of abilities.
• Inclusivity Support: Our dedicated support is designed to support teachers in creating an environment where all students can thrive in dance education. We’ve created this resource to demonstrate that all students can access dance and to show that disability need not be a barrier. It features articles and blogs from successful disabled dancers, as well as quotes from current and past GCSE and A-level Dance students.

These initiatives have been developed in collaboration with the dance community, including teachers, students, and specialists. We believe that ongoing dialogue and partnership are essential to meeting the diverse needs of today’s learners.

We are deeply committed to continuing our efforts to ensure that every student can access and succeed in dance education. We recognise that true inclusivity is a journey, not a destination, and we’re always looking for ways to improve. Whether through adapting existing resources or developing new approaches, we remain focused on breaking down barriers and expanding opportunities for all learners.

If Chris’s story has inspired you as much as it has inspired us, why not explore dance qualifications? Whether you’re a teacher looking for guidance or a student eager to share your passion for dance, there’s something for everyone.

Let’s work together to ensure that the joy, creativity, and expression of dance are accessible to everyone, because dance truly is for all.

And to echo Strictly’s famous advice - keep dancing…