KS2
Dance KS2 - To make dance accessible to both teachers and learners.
| Resource: Dance KS2 | |
| Purpose: To make dance accessible to both teachers and learners | |
Overview of content:
CD Rom with resource cards for: 5 Basic Dance Actions Spatial arrangements – 3 Formations and 9 Relationships 5 Aspects of Variety (speed, direction, level, pathway, shape) 10 Choreographic devices 12 units of work of six sessions each Dance styles 16 Data sheets Images Resource cards Effective questioning and developing learners’ questioning skills Success for All List of suggested music
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Significant Transferable Features:
Basic Dance Actions are foundation to all creative movement and can be applied to any context, any theme and any stimulus. Progressive stages for developing quality dance using: Spatial arrangements; Variety; Choreographic devices. Clear guidance for planning using RECIPE as a lesson structure. Introduction to a range of dance styles including traditional Dawnsio Gwerin 12 units of work of six sessions each Guidance including using STEP, teaching styles, grouping strategies, assessment and effective questioning, use of ICT.
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Where resource currently meets requirements of new curriculum :
Holistic and inclusive in nature.
Developmental aspects (e.g. layering learning with choreographic devices) can be introduced to individuals, pairs, small groups, whole class as and when learners are ready.
Building on Basic Dance Actions and the stages of developing dance links can be made to most themes / stimuli to consider cross curricular opportunities and wider skills.
Opportunities for learners to express ideas, thoughts and feelings.
Exploring spatial arrangements gives opportunity to explore relationships in a developmental and safe way.
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| Confidence and Motivation | |
| Pupils | Teachers / practitioners |
| Accessibility of the resource and progressive nature gives learners the confidence to develop quality dances. | Gives teachers the scaffolding, enthusiasm and confidence that they can have the tools to teach this AoLE, and motivates them to do so. |
| Competence | |
| Pupils | Teachers / practitioners |
Development of basic dance actions and progressive nature builds learners’ competence and challenges them to improve. Develop independence as a performer and choreographer. | Uses RECIPE as a planning structure guiding teachers to deliver progressive lessons. Offers subject and methodological experience and exciting classroom skills. |
| Knowledge and Understanding | |
| Pupils | Teachers / practitioners |
| Learners very quickly learn the basic dance actions and transfer these into quality dances by developing their understanding of choreographic devices, spatial arrangements and aspects of variety along with the specific vocabulary related to these. | Resources Cards and Data Sheets used to develop knowledge and understanding for elements such as Spatial Arrangement, Variety, Choreographic devices. |
| Opportunities | |
| Pupils | Teachers / practitioners |
| Multiple opportunities for learners to build progressive dances independently, with the support of resource cards and data sheets. | Multiple opportunities to facilitate learning using a range of stimuli and layer learning using resource cards and datasheets. Opportunities to utilise Assessment for Learning approaches and a range of teaching styles. |
Links to other AoLE
Principles of dance can be applied to any context and any stimulus. Content from any, and every Area of Learning and Experience could offer this context with the theme and stimuli. Expressive Arts – Dance is an opportunity to communicate through movement and create meaning. It is an intrinsic way for learners to express ideas, thoughts and feelings. Health and Wellbeing – Dance can positively impact on learners’ health, fitness and wellbeing and can be a very personal opportunity to explore and express feelings and emotions. Spatial arrangements develop relationships in a developmental and safe way. Dance can be a lifelong recreational activity Humanities – Raises learners’ awareness of different traditions, cultures and beliefs, respecting others’ differences, inspiring curiosity in the world. Specific units of work includes Volcanos, Combat and Singing in the Rain. Languages, Literacy and communication – Dance is an opportunity to communicate through movement. Acronym of RECIPE. Opportunities to discuss and plan e.g. use of Word Walls. Descriptive language used in the creation of dances to expand and develop key words and vocabulary.All resources are bilingual Mathematics and numeracy - numerous opportunities for counting (beats and rhythm), and language related to Variety – speed, direction, levels, pathways. One element such as introducing a jumping action in Dawnsio Gwerin can introduce fractions, time, and angles. Science and Technology – being curious of natural world. Specific units of work include Magnetism, Stretch and Snap and Citroen Car. Singing in the Rain
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Considerations and suggestions moving forwards:
Clearly demonstrate that once Basic Dance Actions are introduced these can be applied to ANY theme / dance / context / stimulus.
Having a clear, progressive structure gives teachers / practitioners the knowledge and confidence with the resources, their competence of how to use it and its transferability.
Clearly highlight inclusivity and differentiation with learners being challenged. The developmental and progressive aspects (e.g. layering learning with choreographic devices) can be introduced to individuals, pairs, small groups, whole class as and when learners are ready.
Incorporation / links to SMILES and STEP from outset.
CDs and CD ROM are now difficult for many to use so resources need to be shared via different platform (it is apparent that this is possible due to the successful sharing of resources on the Sport Wales website during the COVID 19 lockdown). | |