Subject
Dance
Course/Year Group
Threshold Concepts
What big ideas must they understand?
Yr8 KS 3 Unit 2
Topic Technique for Abstract Dance
Powerful knowledge
What content must they know?
Fundamental Skills
How will they develop understanding?
What Abstract Art is.
How to use the floor.
Learning a complex dance phrase from the teacher
Moving with dynamics and energy without narrative
or emotive themes.
How to shift weight.
Reproducing a complex dance phrase.
How to work in a pair.
Discussion.
How to self and peer evaluate.
Performance.
How to use space.
How to select, reject or develope material.
Literacy Focus
Key Language
Feedback language
Numeracy Focus
Counts
Canon
Rhythm
Habits of Mind
Inquisitive: Questioning, exploring and
investigating.
Collaborative: Co-operating with peers and
pairs, using feedback, sharing work with the
class.
Persistent: Sticking with challenging actions
and risking original material.
Disciplined: Crafting, improving and reflecting
on work. Developing dance techniques.
Imaginative: Making connections intuitively
and playing with possibilities
Scheme of Learning and Assessment Overview
Learning objectives
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Week
1
Threshold concepts
Powerful knowledge
Fundamental skills
Habits of mind
Persistent:
How confident is your floor work?
 Hands as feet
 Bend the knees
 Use swing
Teaching and learning (pedagogy)
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Teaching strategies and activities
Stretch, challenge and differentiation
AfL, feedback and DIRT
Habits of mind
Teacher led:
Discussion around the meaning of abstract?
Unit 1 warm up version 2.
Teach First 8 counts of the abstract phrase, focusing on:
 Wide posture.
 Changes of levels.
 Silent rolls.
Task 1:
Pupils work in pairs to perfect the section.
Teacher supports and monitors.
Teacher led:
Teach second 8 counts of the abstract phrase, focusing
on:
 Floor shunt.
 Plank.
 Sustained rise from the floor 7-8.
Task 2:
Pupils work in pairs to perfect the section.
Teacher supports and monitors.
Task 3:
Pupils work to join the sections together.
Teacher supports and monitors.
Teacher led:
Discuss what the challenging dance actions are and how
best to rehearse them as HL.
Outcomes & Resources
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Assessment opportunities
Extended enquiries
Homework
Assessment
Peer, Self and AFL
HL 1
Rehearse and perfect section one of
the abstract phrase.
Week
2
Persistent:
How well can you shift your weight?
 Bend knees
 Hands as feet
 Risk being wrong
Teacher led:
Unit 1 warm up version 2.
Teach third 8 counts of the abstract phrase, focusing on:
 Sharp, sudden dynamics.
 Back spring.
 Side shunt.
Assessment
Peer, Self and AFL
HL 2
Rehearse and perfect section two of
the abstract phrase.
Task 1:
Pupils work in pairs to perfect the section.
Teacher supports and monitors.
Teacher led:
Teach fourth 8 counts of the abstract phrase, focusing on:
 Change of direction.
 Shifting weight.
Task 2:
Pupils work in pairs to perfect the section.
Teacher supports and monitors.
Task 3:
Pupils work to join sections 3 and 4 together.
Teacher supports and monitors.
Teacher led:
Clean parts 1 and 2 from last lesson.
Discuss what the challenging dance actions from today’s
lesson and how best to rehearse them as HL.
Week
3
Disciplined:
Can you simplify or master the phrase?
 Reflect honestly
 Reflect critically
 Challenge yourself
Teacher led:
Unit 1 warm up version 2.
Clean second 16 counts.
Task 1:
Paired pupils combine both sections together then their
explore accuracy and identify what they may need to
change or improve on ready for their assessment.
Task 2:
Paired pupils (there may be one three if needed) edit the
phrase to their own needs by simplifying or making the
material more complex.
Assessment
Peer. Self and AFL.
HL 3
Rehearse for final assessment.
Week
4
Week
5
Collaborative:
Can you share the product and use feedback?
 Rehearse
 Perform
 Improve
 Perform
Repeat of week 4.
Task 3:
Rehearse the developed phrase so that it is dance through
twice; once in unison and once in canon.
Teacher led:
Unit 1 warm up version 2
Clarification of assessment task, to perform the developed
phrase twice through. Once in Unison and once in Canon.
Task 1:
Cyclic Assessment:
 Class rehearse
 Teacher views the phrase pair by pair
 Discussion of success of phrase
 Pair re-rehearse to improve
 Cycle repeats
Repeat of week 4.
Assessment
Formal Summative.
HL 4
If there is a lesson next week the HL
is ‘Austin’s Butterfly’