Curriculum Progression Dance Year group Knowledge Skills Key Vocabulary Year 1-6 - Compose Compose travel, stretch, - Year 1/2 Year 1/2 twist, turn, jump Knowledge and - To understand the language of direction and levels - forwards, skils developed Copy some moves - To understand key dance vocabulary backwards, through each - Develop control of movement using: - To understand how to link movements together to sideways, high, year group. - Actions (WHAT) – travel, stretch, twist, turn, form a sequence low, expression, - jump movements, - Space (WHERE) – forwards, backwards, sequence, sideways, high, low, safely showing an awareness communicate of others travel, turn, gesture, jump, - Relationships (WHO) – on own and with a stillness, partner by teaching each other 2 movements to formation, create a dance with 4 actions direction, levels, - Dynamics (HOW) – slowly, quickly, with whole appropriate expression group/duo/solo, unison/ canon - Use own ideas to sequence dance Dynamics, - Sequence and remember a short dance explore speed, energy, motif, Year 3/4 motif Year 3/4 To understand key dance vocabulary development, - Create dance phrases/dances to communicate an idea - To understand how to use the body to express formation, - Develop movement using; emotions direction, level, - Actions (WHAT); travel, turn, gesture, jump, stillness - To understand which movements form a good pathways, - Space (WHERE); formation, direction and levels sequence retrograde, - Relationships (WHO); whole group/duo/solo, unison/ canon - To understand beat, tempo and rhythm repetition, heavy, Dynamics (HOW); explore speed, energy - To understand how speed affects the quality of light, flowing, - Choreographic devices; motif, motif development and 1 Curriculum Progression movement repetition sudden - Structure a dance phrase, connecting different ideas, showing a clear beginning, middle and end - Link phrases to music Subject Knowledge Skills Key Vocabulary 2 Curriculum Progression Year 5/6 Year 5/6 Control, co- - To understand key dance vocabulary - Create longer, challenging dance phrases/dances ordination, - Select appropriate movement material to express projection, - To understand how to use the body to create ideas/thoughts/feelings musicality, dynamic sequences of movements to express emotions - Develop movement using; Actions (WHAT); travel, turn, qualities, mirroring, - To understand which movements form an accurately, gesture, jump, stillness complementary, expressive sequence - Space (WHERE); formation, direction, level, pathways contrasting, - To understand beat, tempo and rhythm and how it Relationships (WHO); solo/duo/trio, unison/canon/ alignment, affects movement contrast Dynamics (HOW) explore speed, energy (e.g. continuity, rhythm, heavy/light, flowing/sudden) pathways - To understand how speed affects the quality of - Choreographic devices; motif, motif development, movement and how to move with control and finesse repetition, retrograde (performing motifs in reverse) - Link phrases to music Perform Perform Year 1/2 Year 1/2 - To understand key dance vocabulary - Move spontaneously showing some control and co-ordination - To have an understanding of coordination and - Move with confidence when walking, hopping, jumping, landing control - Move with rhythm in the above actions - To understand the meaning of rhythm - Demonstrate good balance - To understand how to work collaboratively - Move in time with music - To have an understanding of what a polished dance - Co-ordinate arm and leg actions (e.g. march and clap) may look like. - Interact with a partner (e.g. holding hands, swapping places, meeting and parting) Year 3/4 Year 3/4 - To understand different dance actions and how to - Perform dance to an audience showing confidence link them effectively - Show co-ordination, control and strength (Technical Skills) - To understand dynamic qualities - Show focus, projection and musicality (Expressive Skills) - To understand how to use the space around them - Demonstrate different dance actions – travel, turn, gesture, effectively jump and stillness Demonstrate dynamic qualities – speed, energy and continuity - To understand the concept of mirroring - Demonstrate use of space – levels, directions, pathways and - To understand the difference between body shape Demonstrate different relationships – mirroring, complimentary and contrasting unison, canon, complementary & contrasting - To understand key dance vocabulary. 3 Curriculum Progression Year 5/6 Year 5/6 - Perform dance to an audience showing confidence and clarity of - To understand key dance vocabulary actions - To understand the importance of projection and - Show co-ordination, control, alignment, flow of energy and how it affects the quality of a performance strength (Technical Skills) - To understand a wide range of dance actions and - Show focus, projection, sense of style and musicality choose the most appropriate (Expressive Skills) Demonstrate a wide range of dance actions - To understand how to move in unison with another – travel, turn, gesture, jump and stillness child or group - Demonstrate dynamic qualities – speed, energy, continuity, rhythm Demonstrate use of space – levels, directions, pathways, size and body shape Demonstrate different relationships – mirroring, unison, canon, complementary and contrasting, body part to body part and physical contact Appreciate Appreciate Year 1/2 Year 1/2 - To understand key dance vocabulary - Respond to own work and that of others when exploring ideas, feelings and preferences - To understand how to express opinions and give - Recognise the changes in the body when dancing and how this constructive feedback can contribute to keeping healthy - To understand how to act on feedback - To understand what happens to the body when we exercise - To understand how exercise can help keep you healthy. Respond, explore, feelings, preference, Year 3/4 changes, healthy, styles, traditions, - To understand different dance traditions Year 3/4 strengths, - Understand and use simple dance vocabulary - Show an awareness of different dance styles and traditions improvements, - Understand why safety is important in the studio - Compare and comment on their own and other’s work -strengths historical, aspects, and areas for improvement social, context, 4 Curriculum Progression evaluate, compare, Year 5/6 Year 5/6 constructive - To understand different dance styles, traditions Show an awareness of different dance styles, traditions and aspects feedback of their historical/social context and aspects and where they appear in history. Compare and evaluate their own and others’ work - Understand and use dance vocabulary - Understand why safety is important in the studio - To understand how to compare their work to their peers of modelled versions - To understand the importance of evaluation 5 .