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Locomotor - Walking, skipping, hopping, sliding.

Stability -  Curling, rotating, stretching, jumping and landing, weight transfer, balancing.

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Actors Technique NY Kids Teens Kids Teens Electives Dance Hip Hop Style

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3. Organisation of the Learning Experience

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Being creative:

Learners will be creative when developing movement sequences as part of a group.

Learners will be use imagination when creating a sequence based on a stimulus.

Learners will explore a variety of dance styles and dance moves.

Staying well:

Students will be moderately to vigorously active for a majority of each lesson, performing a variety of fundamental movement skills.

Students will engage in safe practice, warming-up and cooling down in each lesson.

Communicating:

Students will speak and listen to one another when creating a sequence.

Students will present and perform a movement sequence.

Working with others:

Students will respect one another’s differences and encourage each other’s ideas when performing movement sequences.

Students will co-operate with one another when completing tasks.

Students will learn from one another through peer assessment.

Managing information and thinking:

Learners will think critically and creatively when appreciating a performance.

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The affective, cognitive and psychomotor domains of learning will all be assessed throughout this scheme as suggested by the JCPE guidelines for teachers, 2016. The methods of assessment to be implemented throughout the scheme are:

Structured Teacher Observation: Students will be given criteria to follow and teacher will observe if students meet this criteria when creating a sequence of movement.

Peer assessment: Students will work in pairs and complete tasks and identify what worked well and what could have been improved upon in a performance.

Unstructured Teacher observation: Teacher will observe how students are engaging in or enjoying the lesson.

Higher order questioning: The teacher will pose questions which  encourage critical thinking

Written tasks: Students will fill out task cards relating to different styles of creative and folk dance.

Discussion: Conversations will be held as a class, a pair and a group.

Group self-assessment: Students assess their own performance.

Video analysis: Learners will view a performance and answer questions related to the performance.

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Speaker, IPod, PowerPoint, Tablets, Internet.

Dice

Props

Task cards, Posters.

Portfolios

Non-participant tasks

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Learners will be able to:

Prepare, create, refine and perform a movement sequence using different expressive elements and body actions as an individual, in a pair or as part of a group.

Apply their knowledge of dance when analysing and interpreting different dance performances.

Assume responsibility, express themselves and demonstrate confidence when creating and performing a dance routine, as an individual, in a pair or as part of a group.

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All Blacks Haka v Ireland Chicago USA 6/11/2016

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Literacy skills:

Learners will read from the learning wall.

Learners will listen to the learning outcomes.

Learners will watch a dance related video.

Learners will speak and listen to one another in pairs.

Learners will speak and listen to one another in groups.

Learners will read and understand creating task cards.

Learners will write about a dance performance.

Learners will be be introduced to a variety of new dance related vocabulary and terminology.

Numeracy skills:

Learners will count in beats and bars when performing class routines.

Learners will use different directions throughout the lesson.

Learners will work in different size groups.

Learners will use different size spaces when performing.

Learners will be timed during tasks.

Learners will create different shapes when performing.