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Dance

Please Scroll down for Years 1 & 2

 

Dance

 

EYFS

Intent

 

 

Development matters

Physical development

Moving and handling ELG=

  • show good control and coordination in large and small movements
  • move confidently in a range of ways, safely negotiating space
  • handle equipment and tools effectively

 

Health and self-care ELG=

Children know the importance for good health of physical exercise and a healthy diet, and talk about the ways to keep healthy and safe

 

 

  • Opportunities for all children to develop the school core values of resilience, kindness, curiosity and perseverance through PE lessons

 

Implement

Activities/ units of work

skills, progression

Learning Objectives from Premier sport curriculum:

  • Safely negotiating space
  • Use a range of large and small movements
  • Can move creatively with some basic control
  • Demonstrate some balance and coordination
  • To Copy and repeat a small routine 

 

Possible differentiation for SEND

Share Lesson plans w/ LSA’S prior to lesson

SHARE STEPS differentiation and give possible ideas for that lesson

Impact

 

 

  • Perform a simple movement pattern
  • Travel in a variety of ways
  • Copy simple movement patterns from each other

 

  • - Children’s perseverance should be developed and able to be applied to games e.g. can’t catch a ball straight away but persevere until they can.
  • - Resilience-
  • - Kindness
  • - Curiosity

Dance

 

Year 1

Intent

 

NC Aims

 

NC subject content

  •  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
  •  lead healthy, active lives.

 

  • 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

QCA learning objectives

  • To explore movement ideas and respond imaginatively to a range of stimuli
  • To move confidently and safely in their own and general space, using changes of speed, level and direction
  • To compose and link movement phrases to make simple dances with clear beginnings, middles and ends
  • To perform movement phrases using a range of body actions and body parts
  • To recognise how their body feels when still and when exercising
  • To talk about dance ideas inspired by different stimuli
  • To copy, watch, and describe dance movement

 

 

  • Opportunities for all children to develop the school core values of resilience, kindness, curiosity and perseverance through PE lessons.

Implement

Activities/ units of work

skills, progression

 

 

  • Create and hold shapes and show control.
  • Use a variety of different levels and directions.
  • Remember and repeat sequences of movements
  • Peer and self-assessments using appropriate  dance language to show their understanding of what makes a good dance and how to improve
  • Begin to use dance to tell a story
  • Explore the use of language and music
  • Be able to link sections of dance together

Possible differentiation for SEND

 

Share Lesson plans w/ LSA’S prior to lesson

SHARE STEPS differentiation and give possible ideas for that lesson

Impact

 

 

QCA Learning outcomes
  • Respond to different stimuli with a range of actions
  • Copy and explore basic body actions demonstrated by the teacher
  • Copy simple movement patterns from each other and explore the movement
  • Choose movements to make into their own phrases with beginnings, middles and ends
  • Practise and repeat their movement phrases and perform them in a controlled way
  • Know where their heart is and understand why it beats faster when exercising
  • Use simple dance vocabulary to describe movement
  • Talk about dance, linking movement to moods, ideas and feelings

 

  • - Children’s perseverance should be developed and able to be applied to games e.g. can’t catch a ball straight away but persevere until they can.
  • - Resilience-
  • - Kindness
  • - Curiosity

Dance

 

Year 2

Intent

 

NC Aims

 

NC subject content

  •  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
  •  lead healthy, active lives.

 

  • 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

QCA learning objectives

  • To compose and perform dance phrases and short dances that express and communicate moods, ideas and feelings, choosing and varying simple compositional ideas
  • To explore, remember, repeat and link a range of actions with coordination, control, and an awareness of the expressive qualities of the dance
  • To recognise and describe how different dance activities make them feel
  • To understand the importance of warming up and cooling down
  • To watch and describe dance phrases and dances, and use what they learn to improve their own work

 

 

  • Opportunities for all children to develop the school core values of resilience, kindness, curiosity and perseverance through PE lessons.

Implement

Activities/ units of work

skills, progression

 

 

  • Link and repeat movements and phrases with control, coordination and an awareness of space
  • Awareness of dance specific vocabulary-  dynamic and spatial qualities, eg travelling slowly up and down, turning quickly and lightly around the space, jumping in different directions with a partner
  • Able to link movements and dance phrases fluently.
  • Use language to describe dance
  • create simple patterns that represent character
  • Learn simple routines and remember and repeat them
  • Develop actions using space and dynamics
  • Have confidence to ‘explore’ movements related to identified idea and improvise with confidence
  • Choose appropriate actions to create phrases to interpret the idea.
  • Use props with confidence
  • Remember and repeat sections of their dance
  • To perform with expressive qualities
  • Peer and self-assessments using appropriate  dance language to show their understanding of what makes a good dance and how to improve theirs and others’ dance work

Possible differentiation for SEND

 

Share Lesson plans w/ LSA’S prior to lesson

SHARE STEPS differentiation and give possible ideas for that lesson

Impact

 

 

QCA Learning outcomes
  • Choose and link actions to make short dance phrases that express an idea, mood or feeling, and reflect rhythmic qualities
  • Remember and repeat a short dance phrase, showing greater control, coordination and spatial awareness
  • Perform dance phrases and short dances using rhythmic and dynamic qualities to express moods, ideas and feelings
  • Show some sensitivity to the accompaniment
  • Talk about different stimuli as the starting point for creating dance phrases and short dances
  • Explore actions in response to stimuli
  • Explore ideas, moods and feelings by improvising, and by experimenting with actions, dynamics, directions, levels and a growing range of possible movements
  • Know how their bodies feel after dance activities
  • Know that they need to warm up and cool down for dance
  • Describe dance phrases and expressive qualities
  • Say what they like and dislike, giving reasons
  • Show an understanding of mood and describe how a dance makes them feel

 

  • - Children’s perseverance should be developed and able to be applied to games e.g. can’t catch a ball straight away but persevere until they can.
  • - Resilience-
  • - Kindness
  • - Curiosity
Resilience
Perseverance
Kindness
Curiosity
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