Overview - Reception - Games Unit s1

Overview – Year 3 – Dance unit Stimulus: ‘Charlie and the Chocolate Factory’ by Roald Dahl Focus: The unit aims to encourage children to: * improvise freely on their own and with a partner, translating ideas from a stimulus into movement; * create and link dance phrases using a simple dance structure or motif; * perform dances with an awareness of rhythmic, dynamic and expressive qualities, on their own, with a partner and in small groups; * keep up activity over a period of time and know they need to warm up and cool down for dance; * describe and evaluate some of the compositional features of dances performed with a partner and in a group to talk about how they might improve their dances. QCA Ref: Create and perform a dance, either on your own, with a partner or in a small group. Make sure you use changes in speed, strength, level, direction and space in your dance. Vocabulary: In this unit children will have an opportunity to use a range of words and phrases, such as: words to describe actions, dynamics, space and relationships; words to describe group formations, e.g. square, circle, line; partner, copy, follow, lead, unison, canon, repeat; structure; motif; dance phrase, improvisation, explore. Differentiation: Through outcome and adult expectations and support. Assessment: By observation in relation to the learning outcomes. Resources: Book ‘Charlie and the Chocolate Factory’ by Roald Dahl; Images: book cover; sweets & chocolate making machines; Music - ‘Chronology 6' by Jean Michel Jarre Video camera. Lesson 1 Lesson 2 Lesson 3 Learning Outcomes Learning Outcomes Learning Outcomes * develop and perform a range of body actions * develop and perform a range of body actions * develop and perform a range of body actions with more consistent control and quality; with more consistent control and quality; with more consistent control and quality; * use compositional ideas for individual and pair * use compositional ideas for individual, pair and * use compositional ideas for individual and pair small work; small group work; work; * through talk and demonstration, begin to * begin to identify what makes performance * identify what makes performance effective. identify what makes a performance effective. effective. Warm up: Movement, individual & pairs Warm up: Movement – advancing & retreating Warm up: Movement with varying body shapes Development: Exploring movement symbolising Development: Pairs movement symbolising a Development: Exploring movement symbolising working of machinery parts machine machinery and making sweets Cool down: Stretches and discussion Cool down: Movement and discussion Cool down: Movement and discussion Lesson 4 Lesson 5 Lesson 6 Learning Outcomes Learning Outcomes Learning Outcomes * develop and perform a range of body actions * develop and perform a range of body actions * develop and perform a range of body actions with control and quality; with increased control and quality; with increased control and quality; * use compositional ideas for individual, pair and * further develop compositional ideas for large * further develop their compositional ideas; small group work; group work; * identify why a performance is successful and * identify what makes performance effective and * identify why a performance is successful and apply this knowledge to improve their own use this information to improve the quality of apply this knowledge to improve own performance. their own work. performance. Warm up: Galloping, skipping & stepping Warm up: As Lesson 4 Warm up: As Lesson 5, with progression Development: Group compositions [machines Development: Whole class composition Development: Whole class composition making sweets] [machines making sweets] [machines making sweets] Cool down: Movement in slow motion Cool down: Stretching in canon Cool down: Discussion and evaluation