Language for Learning/Ict/Citizenship s1

Scheme of Work: Dance (Football Dance)

Key Stage: 3 YEAR: 7 DURATION: 6 LESSONS AIM: In this unit pupils will explore a range of dance movements using steps, gestures, formations, body shapes, contact work, and contrasts in dynamic and rhythmic patterning. Pupils will demonstrate creativity by incorporating control, rhythm, timing and aesthetics into sequences. Student will evaluate and assess movements to improve routines. PRIOR LEARNING LANGUAGE FOR RESOURCES LEARNING/ICT/CITIZENSHIP It is helpful if the pupils have: Through the activities in this unit pupils will be able to  Music – “a little less conversation”  Experienced dances from other time and understand, use and spell correctly word relating to  Stereo player places dance and movement. Eg dynamic, footwork, contact,  PC, projector  Composed dance on their own and as part lean, push, pull, unison, canon and style. ICT. Watch  Video camera of a group video/compare performance. Communication. Speaking  Used basic compositional devices and Listening. Cooperation. Working together. Problem Experienced a range of dance styles solving Key Concepts and Processes: Accurate Replication: Developing Physical and Mental Capacity Developing Skills/Performance Pupils will learn to select, combine and perform a Pupils will develop the skills and use creativity to Pupils should take the responsibility for warming up range of movement patterns, dance ideas and dance develop a fluent dance sequence. Pupils will learn to styles to the set music. To apply movements based and cooling down safely. Physical warm ups aid as a select and develop a range of compositional principles around a concept of football to a dance sequence. useful fitness tool in developing a pupils physical of there own. To perform a dance sequence showing Accurate replication of developed movements showing capacity. Use of video analysis to develop movements an understanding of style, artistic intention and creativity and fluency will be assessed. and techniques. To recognize and describe how regular accompaniment. Body language, concept & movement involvement in dance activity affects their fitness, will be developed through compositional ideas. health and wellbeing. How to continue to improve their Demonstrate high quality performances, techniques and personal fitness for dance and through dance. sequences. Making and Applying Decisions Making Informed Choices About Healthy, Evaluating and Improving Pupils will develop and refine skills and compositional Active Lifestyle Appropriate questioning on teaching points of the skills ideas based on decisions about movements, gestures Highlight the benefits of dance based movements to and processes developed. Pupils will be able to and timing. Pupils will develop a full choreographed flexibility and general suppleness. Understand the evaluate their own and others strengths and weaknesses sequence as a group. Discussion and teamwork will importance of heart rate and muscle group names. to in a performance. Be able to suggest areas for allow for pupils to suggest, trail and refine ideas. Identify how and where they can get involved in dance. improvement. Use of DARTFISH to observe and Suggest any dance clubs in the local area and promote improve the performance of self and others. community links. Cross Curricular Links: Literacy (key words), Citizenship (sportsmanship & Assessment: Q & A, Formative and summative assessment. cooperation ), Numeracy (counting beats in a bar), Science (muscle names, bodily functions i.e. heart rate) Extension & Enrichment Expectations

Out of lessons, at home and in the community, pupils could be encouraged to: After carrying out the activities and core tasks in this unit • join school or local dance clubs (information on local clubs can be found at most pupils will: select and apply actions, skills and movements; demonstrate control of their www.english.sports.gov.uk) body when performing these with a good degree of gesture and expression; link movements • organise dance displays or competitions for pupils to take part in and watch effectively making use of compositional ideas and devices; identify and work on the fitness • watch high-quality performances live or on video they need to perform with greater quality. some pupils will not have made so much progress and will: perform well developed skills, actions and movements with reasonable control; move into and out of actions with control, putting these into order within a sequence; with guidance, identify and carry out exercises that help dance fitness. some pupils will have progressed further and will: use complex combinations of skills, movements and actions with quality and dynamic control; devise a dance sequence which Language for learning challenges their own abilities and incorporate those of others; make good use of compositional ideas and devices; uses good strength and suppleness to provide stability, Through the activities in this unit pupils will be able to understand, use and spell correctly tension and extension in their work. words relating to: • performance, eg criteria for observing and judging, gesture, rhythm, unison, canon, principle of composition Speaking and listening – through the activities pupils could: • discuss and respond to initial ideas and information, carry out the task and then review and refine ideas.

By the end of this unit a pupil will reach level: 3 Able to perform a number of movements with reasonable control and timing within a group sequence. Tries to improve own performance after seeing others and can suggest ways they may improve. Often follows others lead offering little creativity. Can suggest why it is important to warm up before dance and understands the importance of making health lifestyle options. 4 Able to perform dance movements with good timing and has choreographed some movements to the set music. Sometimes requires support, showing increased fluency of movement and rhythm. Able to link various movements together with reasonable precision. Demonstrates creativity within their group often leading others. Can see the difference between their performances and others and use this knowledge to improve. Can explain how dance improves overall fitness levels. 5 Able to perform an excellent range of choreographed movements smoothly and accurately. Shows a very good knowledge of rhythm and timing with little or no help. Able to experiment and plan group sequences and help others with their work. Can identify good performances and suggest ways to improve dance routines. Can conduct a suitable warm up and explain why exercise is good for health and a sustainable life.

WEEK LEARNING OBJECTIVES TASK EXAMPLES POINTS TO NOTE/ DIFFERENTIATION Dance Intro + timing (Warm up section of dance) Student led; warm-up. What is dance? Group brainstorm. ‘movement to 1 To develop movements based on the football theme to music’, rhythm, timing, beats etc.. Watch clip of Nike Scorpion advert. All lessons start with lesson create their own warm up section. To be able to accurately Groups of 4. Warm up section = 4 bars of 8 beats. Count beats to get related warm-up and re-cap replicate the basic abstract movements created in time to rhythm of music. Brainstorm football warm up moves. Use pupil’s work of previous lesson. the music. To organise and perform these movements in a ideas for 1 bar of 8 beats. Teacher led demo. Groups to compose own 4 bar sequence. To analyse each other work and suugest warm up based movements. Groups have a battle off. Show ways to improve. performance to class. Pupils peer assess & suggest +/- of each group. Use of formations (Attack section) Student led; warm-up. Recap warm up section; timing and smoothly Make learning as active as linked movements. Discuss the use of formations and levels. possible 2 To develop abstract movements based on Football attacks. To be able to replicating movements in a small sequence. Brainstorm attack based movements a footballer might use. i.e. step To develop the use of formations and levels along with over, fakes, heading, diagonal runs. Use pupil’s ideas for 1 bar of 8 compositional ideas. To organise and perform these beats. Teacher led demo. Groups to compose own attack movements Give opportunities to plan movements in a 4 bar sequence. To analyse each other added to warm up section. Groups have a battle off. Show performance compositional ideas work and suugest ways to improve. to class. Pupils peer assess & suggest +/- of each group. Use of canon (Solo section) Student led; warm-up. Recap warm up section + attack section. Discuss 3 To develop abstract movements based on Football solo solo football moves i.e. kick ups, flicks. Teacher led demo with whole Opportunity for Assessment for movements. To be able to replicating movements in a class (use of canon- one performer solo skills for 1 bar of 8 beats). learning in all teaching activities small sequence. To develop the gesture and mime and Develop 4 bars of solo based movements. Link all 3 sections. Ensure levels along with compositional ideas. To organise and smooth transition of sections. Record performances with digital video through the use of ICT (Video to perform these movements in a 4 bar sequence. To peer camera. Show performance to class. Pupils suggest +/- of each group. analyse performance) assessment each others performances. Development of 2nd attack section Student led; warm-up. Recap warm up section, attack & solo section. 4 To develop varied abstract movements based on Football Discuss additional movements that could be used in another attack Peer assessment, modelling and attacks. To understand the importance of timing and beat section. Differentiation; less able could use same sequence as previous self evaluation. recognition. To develop the use of body language and developed. i.e. step over, fakes & heading. Develop 4 bars of attack expression to convey ideas. To organise and perform these based movements. Link all 4 sections. Aesthetic awareness. Record movements in a 4 bar sequence. To develop self performances with digital video camera. Show performance to class. assessment and anaylse own performance. Pupils peer assess & suggest +/- of each group. Celebration section Student led; warm-up. Give pupils opportunity to practice the To develop varied abstract movements based on Football sequences they have previously composed. Last section; celebration 5 celebrations. To compose a 2 bar sequence expressing after scoring. Brainstorm ideas; slide, aeroplane, lifts etc. Develop 2 gestures and movements based on celebration. To bars of celebration based movements. Link all sections together understand and appreciate the need to make decisions smoothly. Record performances with digital video camera. Show about choice of movements and refining ideas when performance to class. Pupils peer assess & suggest +/- of each group. unsuccessful. Assessment Student led; warm-up. Give pupils opportunity to practice the 6 To accurately replicate full dance sequence using style, sequences they have previously composed. Develop compositional fluency and control. To improve pupils appreciation of sequence; focus on timing and rhythm with music. Record finished performance and ways of improving. To know their own performances with digital video camera. Show performance to class. KS3 level and ways of improving. Pupils self assess & suggest +/- of own final performance. Teacher grades against NC levels + share with pupils.