Scheme of assessment
Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers
This specification is designed to be taken over two years.
This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series.
A-level exams and certification for this specification are available for the first time in May/June 2018 and then every May/June for the life of the specification.
All materials are available in English only.
Our A-level exams in Dance include questions that allow students to demonstrate their ability to:
- draw together their knowledge, skills and understanding from across the full course of study
- provide original practical responses
- provide short and extended written responses.
Synoptic assessment of A-level Dance requires students to:
- develop a broad and deep understanding of the connections between the knowledge, understanding and skills set out in the specification as a whole
- demonstrate their understanding of the relationships between theory and practice and the ways in which dancers and choreographers make and implement artistic decisions.
Aims
Courses based on this specification should encourage students to develop:- knowledge, understanding and experience of performance, choreography and appreciation of dance as an art form (this will be achieved through exploring and making connections between theory and practice, critically engaging in the analysis of own work and that of professional repertoire, leading to a holistic approach to the study of the subject)
- the necessary skills as a performer through the areas of technical training and performance development
- the necessary skills as a choreographer through further experimentation and application of choreographic and structuring devices
- the necessary skills to engage in critical enquiry about the art form through the areas of written communication, reflection, analysis and evaluation
- the necessary awareness of safe practice
- their artistic and historical knowledge of dance in the wider cultural context
- particular strengths, skills and interests which will encourage life-long learning, equip students for study in higher education and provide access to future careers in dance
- a range of skills relating to problem solving, organisation, team work and leadership.
Assessment components
Component 1: Performance and choreography
Safe practice
Students must be fully aware of the health and safety procedures recommended to ensure the health, fitness and injury prevention of dancers when taking part in dance activities. It is the responsibility of schools and colleges to ensure students research and adhere to the health and safety measures that should be taken. During the practical assessment schools and colleges are reminded of the need to observe the health and safety requirements associated with dance.
Examiners are instructed only to conduct the assessments if these requirements are securely in place.
Assessment task 1: Solo performance in relation to a specified practitioner
Each student must be able to perform as a soloist for a minimum of two minutes in a live performance setting. The maximum duration of the complete dance must be no longer than three minutes.
If a student’s (solo) performance does not meet the required duration a penalty is applied to the mark (the size of the penalty depends on the severity of the timing infringement). It may also result in schools or colleges being investigated for maladministration. Teachers must check the final performance for assessment of each student’s work, to ensure it meets the minimum and maximum duration requirements.
The solo performance must be based on the movement style of a specified practitioner.
The practitioner chosen must be either the choreographer of one of the prescribed set works located within an area of study, see Critical engagement or a named practitioner within one of the prescribed areas of study, see Critical engagement.
For each student, teachers must ensure the following requirements are met in presenting the final performance for assessment:
- the dance must be performed in a live setting which has been formally risk assessed and deemed safe
- the student must have sufficient time to warm up before the final assessed performance
- the assessment must be under the supervision of a teacher, for authentication purposes
- the performance that is being recorded must be the performance that is being assessed
- the live assessment must take place in the academic year of certification.
The performance must address the content requirements specified in Performance and address the requirements of assessment objective AO1. External AQA visiting examiners will assess the live performance of the solo against the Solo performance assessment grid.
The externally set solo performance task will remain unchanged for the lifetime of the specification. For ease of reference it will be published alongside the choreographic task each year.
This task is marked out of 20.
Assessment evidence
For each student, the following evidence must be submitted to the examiner with a signed Candidate record form, see Supervising and authenticating.
Programme note
The teacher/student must identify the practitioner and refer to the features of her/his style in a Programme note, of no more than 150 words, which must be given to the external AQA visiting examiner at the start of the live performance assessment.
Audio visual recording of the performance
The final performance presented for assessment must be recorded with a single camera from an audience perspective, from start to finish and be unedited. The student being assessed must be identified by name and candidate number at the start of the recording of the final performance for assessment.
The audio visual recording of the live performance for assessment must be given to the external AQA visiting examiner at the end of the live assessment session for each student.
Teachers must ensure they have followed the AQA Guidance for audio visual recording assessment document, on the AQA website.
Assessment task 2: Performance within a quartet
Each student must perform in a quartet which lasts for a minimum of three minutes in a live performance. The maximum duration of the complete dance must be no longer than four minutes.
If a student’s (quartet) performance does not meet the required duration a penalty is applied to the mark (the size of the penalty depends on the severity of the timing infringement). It may also result in schools or colleges being investigated for maladministration. Teachers must check the final performance for assessment of each student’s work, to ensure it meets the minimum and maximum duration requirements.
The dance can be performed in any dance style relevant to the defined genres and does not need to be a reconstruction of existing repertoire. For each student, teachers must ensure the following requirements are met in presenting the final performance for assessment:
- the created dance must be performed in a live setting which has been formally risk assessed and deemed safe
- the student must have sufficient time to warm up before the final assessed performance
- the assessment must be under the supervision of a teacher, for authentication purposes
- the performance that is being recorded must be the performance that is being assessed
- the performance must take place in the academic year of certification.
The performance must address the content requirements specified in Performance within a quartet section of the specification and address the requirements of AO1. External visiting examiners will assess the live performance of the quartet against the Performance in a quartet assessment grid.
The externally set quartet performance task will remain unchanged for the lifetime of the specification. For ease of reference it will be published alongside the choreographic task list each year.
This task is marked out of 20.
Assessment evidence
For each student, the following evidence must be submitted to the examiner with a signed Candidate record form, see Supervising and authenticating.
Programme note
The teacher/choreographer(s) must clearly reference the style(s) (and the dance idea(s) if applicable) in a Programme note, of no more than 150 words, which must be given to the external AQA visiting examiner at the start of the live performance assessment.
Audio visual recording of the performance
The final performance presented for assessment must be recorded with a single camera from an audience perspective, from start to finish and be unedited. The student being assessed must be identified by name and candidate number at the start of the recording of the final performance for assessment.
The audio visual recording of the live performance for assessment must be given to the external AQA visiting examiner at the end of the live assessment session for each student.
Teachers must ensure they have followed the AQA Guidance for audio visual recording assessment document, on the AQA website.
Assessment task 3: Group choreography
The task requires each student to create a complete group dance which lasts for a minimum of three minutes to a maximum of four minutes for three, four or five dancers. The performance of the student’s choreography must be performed in a live performance setting. The student can, if they wish, perform in the dance themselves or act, for example, as accompanist or sound operator.
If a student’s choreography does not meet the required duration a penalty is applied to the mark (the size of the penalty depends on the severity of the timing infringement). It may also result in schools or colleges being investigated for maladministration. Teachers must check the final performance for assessment of each student’s work, to ensure it meets the minimum and maximum duration requirements.
The externally set task list is published on Centre Services (https://onlineservices.aqa.org.uk) on 15 September in the academic year of assessment. Teachers must ensure that the students receive the correct externally set task list for the year in which they are certificating.
Students must respond to one of the three set tasks.
Students must be given the externally set tasks in their entirety; they must not be edited, changed or abridged in any way. For each student, teachers must ensure the following requirements are met in presenting the final performance for assessment:
- the created dance must be presented for live assessment in a setting which has been formally risk assessed and deemed safe
- the performers must have sufficient time to warm up before the final performance for assessment
- each student must be wholly responsible for the creation of a complete dance and this must be their own unaided work
- the student must select and develop movement material rather than the teacher
- the final presentation of the choreography for assessment must be under the supervision of a teacher, for authentication purposes
- the assessment of the choreography must take place in the academic year of certification.
The choreography task must address the content requirements specified in Choreography and address the requirements of AO2. Each student is assessed by the external AQA visiting examiner against the assessment criteria in the Group choreography assessment grid.
This task is marked out of 40.
Assessment evidence
For each student, the following evidence must be submitted to the examiner with a signed Candidate record form, see Supervising and authenticating.
Programme note
The student must clearly refer to the choreographic intention of the dance in a Programme note, of no more than 300 words, which must be given to the external AQA visiting examiner at the start of the live performance assessment.
Audio visual recording of the choreography
The final performance of the choreography presented for assessment must be recorded with a single camera from an audience perspective, from start to finish and be unedited. The student being assessed must be identified by name and candidate number at the start of the recording of the final performance for assessment.
The audio visual recording of the live performance for assessment must be given to the external AQA visiting examiner at the end of the live assessment session for each student.
Teachers must ensure they have followed the AQA Guidance for audio visual recording assessment document, on the AQA website.
Supervising students
You may provide guidance and sufficient support to students so that they are clear about the requirements of the tasks they need to undertake and the marking criteria on which the work will be assessed. You may also provide guidance to students on the suitability of the response to the task, particularly if it means they will not meet the requirements of the marking criteria.
Sufficient direct supervision must be provided to students to ensure that students work can be confidently authenticated as their own. See Non-exam assessment administration and the JCQ instructions for Non-examined assessment (NEA).
Component 2: Critical engagement
Exam paper
This component is assessed through a written exam lasting 2 hours 30 minutes, set in the summer of the year of certification. The question paper has two sections and covers the assessment objectives AO3 and AO4.
Section A – Compulsory set work and area of study
Questions will relate to students’ knowledge and understanding of the compulsory set work and area of study.
Students will be required to respond to both short answer and essay questions.
Section B – Optional set works and areas of study
Students will be required to answer two essay questions. One on an optional set work and one on the corresponding area of study.
Students are assessed on the subject content as outlined in Critical engagement. This task is marked out of 100.
An examiner's report and mark scheme for the question paper set for the year of entry will be available on e-AQA following the exam.
Assessment objectives
Assessment objectives (AOs) are set by Ofqual and are the same across all A-level Dance specifications and all exam boards.
The assessments will measure how students have achieved the following assessment objectives.
- AO1: Perform dance through the application of physical, technical, interpretative and performance skills.
- AO2: Create dance applying choreographic skills to communicate artistic intention.
- AO3: Demonstrate knowledge and understanding of performance and choreography from different periods and genres.
- AO4: Critically appreciate and assess performance and choreography through making analytical, interpretative and evaluative judgements.
Assessment objective weightings for A-level Dance
| Assessment objectives (AOs) | Component weightings (approx %) | Overall weighting (approx %) | |
|---|---|---|---|
| Component 1 | Component 2 | ||
| AO1 | 25 | 25 | |
| AO2 | 25 | 25 | |
| AO3 | 25 | 25 | |
| AO4 | 25 | 25 | |
| Overall weighting of components | 50 | 50 | 100 |
Assessment weightings
The marks awarded on the papers will be scaled to meet the weighting of the components. Students’ final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.
| Component | Maximum raw mark | Scaling factor | Maximum scaled mark |
|---|---|---|---|
| Component 1 | 80 | x 1.25 | 100 |
| Component 2 | 100 | x 1.00 | 100 |
| Total scaled mark: | 200 | ||
Assessment grids
Component 1: Performance and choreography
AO1: Perform dance through the application of physical, technical, interpretative and performance skills
Solo performance in relation to a specified practitioner
The assessment objective is assessed through the following:- precision and control of physical/technical skills
- spatial elements (personal and stage space)
- dynamic elements
- interpretative/performance skills in order to communicate the dance idea(s), including: (timing, musicality, focus, projection, emphasis and expression).
Performance within the context of a quartet linked to a style/genre
The assessment objective is assessed through the following:
- demonstration of physical/technical skills
- spatial awareness (including sensitivity to other dancers)
- interpretative/performance skills (timing, musicality, focus, projection, emphasis and expression).
AO2: Create dance applying choreographic skills to communicate artistic intention
Group choreography in relation to the chosen task and related dance idea(s)
The assessment objective is assessed through the following:- selection of the three movement components (ie action, spatial and dynamic elements), in relation to the dance idea(s)
- manipulation of the movement components through the use of choreographic devices, in relation to the dance idea(s)
- structuring of movement material and sectional use of choreographic structures, in relation to the dance idea(s)
- use of other constituent features: the aural setting (and physical setting where appropriate), in relation to the dance idea(s)
- use of other constituent features: dancers, in relation to the dance idea(s).
Solo performance assessment grid (20 marks)
Please refer to Performance in a solo in the subject content.| Mark | Physical/technical skills | Spatial elements | Dynamic elements | Interpretative/performance skills (timing and musicality) | Interpretative/performance skills (focus, projection,emphasis and expression) |
|---|---|---|---|---|---|
| 4 | Exceptional and safe demonstration of precision and control of physical/technical skills in relation to a specified practitioner. | Exceptional demonstration of spatial control (personal and stage space) in relation to a specified practitioner. | Exceptional demonstration of the use of dynamics in relation to a specified practitioner. | Exceptional demonstration of the interpretation/ embodiment of the dance idea(s) in relation to a specified practitioner through the use of timing and musicality. | Exceptional demonstration of the interpretation/ embodiment of the dance idea(s) in relation to a specified practitioner through the use of focus, projection, emphasis and expression. |
| 3 | Highly articulate and safe demonstration of precision and control of physical/technical skills in relation to a specified practitioner. | Highly articulate demonstration of spatial control (personal and stage space) in relation to a specified practitioner. | Highly articulate demonstration of the use of dynamics in relation to a specified practitioner. | Highly articulate demonstration of the interpretation/ embodiment of the dance idea(s) in relation to a specified practitioner through the use of timing and musicality. | Highly articulate demonstration of the interpretation/embodiment of the dance idea(s) in relation to a specified practitioner through the use of focus, projection, emphasis and expression. |
| 2 | Proficient and safe demonstration of precision and control of physical/technical skills in relation to a specified practitioner. | Proficient demonstration of spatial control (personal and stage space) in relation to a specified practitioner. | Proficient demonstration of the use of dynamics in relation to a specified practitioner. | Proficient demonstration of the interpretation/embodiment of the dance idea(s) in relation to a specified practitioner through the use of timing and musicality. | Proficient demonstration of the interpretation/embodiment of the dance idea(s) in relation to a specified practitioner through the use of focus, projection, emphasis and expression. |
| 1 | Adequate and safe demonstration of precision and control of physical/technical skills in relation to a specified practitioner. | Adequate demonstration of spatial control (personal and stage space) in relation to a specified practitioner. | Adequate demonstration of the use of dynamics in relation to a specified practitioner. | Adequate demonstration of the interpretation/ embodiment of the dance idea(s) in relation to a specified practitioner through the use of timing and musicality. | Adequate demonstration of the interpretation/embodiment of the dance idea(s) in relation to a specified practitioner through the use of focus, projection, emphasis and expression. |
| 0 | No work presented or nothing worthy of credit. | ||||
Performance within a quartet assessment grid (20 marks)
Please refer to Performance within a quartet in the subject content.
| Mark | Physical/technical skills | Spatial awareness (including sensitivity to other dancers) | Interpretative/performance skills (timing and musicality) | Interpretative/performance skills (focus, projection, emphasis and expression) |
|---|---|---|---|---|
| 5 | Exceptional and safe demonstration of physical/technical skills within the context of a quartet and in relation to style/genre. | Exceptional demonstration of spatial awareness (including sensitivity to other dancers) within the context of a quartet and in relation to style/genre. | Exceptional demonstration of timing and musicality within the context of a quartet and in relation to style/genre. | Exceptional demonstration of the use of focus, projection, emphasis and expression within the context of a quartet and in relation to style/genre. |
| 4 | Highly articulate and safe demonstration of physical/technical skills within the context of a quartet and in relation to style/genre. | Highly articulate demonstration of spatial awareness (including sensitivity to other dancers) within the context of a quartet and in relation to style/genre. | Highly articulate demonstration of timing and musicality within the context of a quartet and in relation to style/genre. | Highly articulate demonstration of the use of focus, projection, emphasis and expression within the context of a quartet and in relation to style/genre. |
| 3 | Proficient and safe demonstration of physical/technical skills within the context of a quartet and in relation to style/genre. | Proficient demonstration of spatial awareness (including sensitivity to other dancers) within the context of a quartet and in relation to style/genre. | Proficient demonstration of timing and musicality within the context of a quartet and in relation to style/genre. | Proficient demonstration of the use of focus, projection, emphasis and expression within the context of a quartet and in relation to style/genre. |
| 2 | Sound and safe demonstration of physical/technical skills within the context of a quartet and in relation to style/genre. | Sound demonstration of spatial awareness (including sensitivity to other dancers) within the context of a quartet and in relation to style/genre. | Sound demonstration of timing and musicality within the context of a quartet and in relation to style/genre. | Sound demonstration of the use of focus, projection, emphasis and expression within the context of a quartet and in relation to style/genre. |
| 1 | Adequate safe demonstration of physical/technical skills within the context of a quartet and in relation to style/genre. | Adequate demonstration of spatial awareness (including sensitivity to other dancers) within the context of a quartet and in relation to style/genre. | Adequate demonstration of timing and musicality within the context of a quartet and in relation to style/genre. | Adequate demonstration of the use of focus, projection, emphasis and expression within the context of a quartet and in relation to style/genre. |
| 0 | No work presented or nothing worthy of credit. | |||
Group choreography assessment grid (40 marks)
Please refer to Choreography in the subject content.
| Mark | Selection of the movement components | Manipulation of the movement components | Structuring of movement material | Use of other constituent features: aural setting (and physical setting where appropriate) | Use of other constituent features: dancers |
|---|---|---|---|---|---|
| 7–8 | Exceptional ability to select the movement components appropriately in relation to the group choreography and the dance idea(s). | Exceptional ability to manipulate the movement components through the use of choreographic devices in relation to the group choreography and the dance idea(s). | Exceptional ability to structure movement material in a coherent way in relation to the group choreography and the dance idea(s). | Exceptional ability to use the aural setting appropriately (and physical setting where appropriate) in relation to the group choreography and the dance idea(s). | Exceptional ability to utilise the skills and attributes of the selected dancers in relation to the group choreography and the dance idea(s). |
| 5–6 | Highly refined ability to select the movement components appropriately in relation to the group choreography and the dance idea(s). | Highly refined ability to manipulate the movement components through the use of choreographic devices in relation to the group choreography and the dance idea(s). | Highly refined ability to structure movement material in a coherent way in relation to the group choreography and the dance idea(s). | Highly refined ability to use the aural setting appropriately (and physical setting where appropriate) in relation to the group choreography and the dance idea(s). | Highly refined ability to utilise the skills and attributes of the selected dancers in relation to the group choreography and the dance idea(s). |
| 3–4 | Proficient ability to select the movement components appropriately in relation to the group choreography and the dance idea(s). | Proficient ability to manipulate the movement components through the use of choreographic devices in relation to the group choreography and the dance idea(s). | Proficient ability to structure movement material in a coherent way in relation to the group choreography and the dance idea(s). | Proficient ability to use the aural setting appropriately (and physical setting where appropriate) in relation to the group choreography and the dance idea(s). | Proficient ability to utilise the skills and attributes of the selected dancers in relation to the group choreography and the dance idea(s). |
| 1–2 | Adequate ability to select the movement components appropriately in relation to the group choreography and the dance idea(s). | Adequate ability to manipulate the movement components through the use of choreographic devices in relation to the group choreography and the dance idea(s). | Adequate ability to structure movement material in a coherent way in relation to the group choreography and the dance idea(s). | Adequate ability to use the aural setting appropriately (and physical setting where appropriate) in relation to the group choreography and the dance idea(s). | Adequate ability to utilise the skills and attributes of the selected dancers in relation to the group choreography and the dance idea(s). |
| 0 | No work presented or nothing worthy of credit. | ||||
