PHYSICAL EDUCATION
YEAR 5 / 6
DANCE UNIT
AUTUMN TERM
ABOUT THE UNIT
In this unit children learn different styles of dance and focus on dancing with other
people. They create, perform and watch dances in a range of styles, working with
partners and groups.
In dance as a whole, children think about how to use movement to explore and
communicate ideas and issues, and their own feeling and thoughts. As they work, they
develop an awareness of the historical and cultural origins of different dances.
VOCABULARY
In this unit children will have an
opportunity to use a range of words and
phrases, such as:
 Dance style, technique
 Actions
 Dynamics
 Formation, pattern, gesture, rhythm
 Motif, variation
RESOURCES







5, Controlled landing without losing balance
A CD player
Music
A video camera, digital camera
Projector
A variety of stimuli
Football, tennis ball
Videos of professional sports matches
(see TOP card)
YEAR 5 / 6
DANCE
By the end of Year 6 most children will be able to:
Acquiring and Developing Skills
Choose appropriate material to create motifs in a chosen dance style.
 Explore, improvise and choose appropriate material to create new motifs in a
chosen dance style

Perform specific skills and movement patterns for different dance styles with
accuracy
Selecting and Applying Skills, Tactics and Compositional Ideas
Adapt dance motifs to make longer dances
 Compose, develop and adapt motifs to make dance phrases and use these in longer
dances.
Knowledge and Understanding of Fitness and Health
Warm up and cool down independently
 Warm up and cool down independently.

Use exercises that stretch and tone their bodies and help them prepare for their
dance
Evaluating and improving performance
Use appropriate terminology to describe the style of dance and suggest ways to
develop their technique.
 Use appropriate dance terminology to identify and describe different styles in their
own and others dances

Talk about the relationship between the dance and its accompaniment

Suggest ways to develop their technique and composition
DANCE Y5/6 CORNWALL
Game, Set and Match
For Class Yr 5, Yr 5/6 or Yr 6 Pupils
QCA Core Task Unit 5
In groups create and perform a dance
with three sections. This could include:
 Set dance focusing on
performance style, patterning and
timing
 Patterns to create small group
dances that develop step patterns,
gestures and pathways.
 A processional section with
different leaders and characters
which develops into a whole class
dance combining different
formations, rhythms and patterns.
Pupil Challenges




Can you create and perform a
dance that has three sections – a
beginning, middle and an end.
Can you copy a number of set
steps and then change their order,
size, direction or speed to make a
new dance phrase?
Can you teach your dance phrase
to a friend and learn theirs?
Can you work in a group and
organise your dance to show
different people leading at
different times?
Introduction to “The Match” Yr 5/6 Dance Unit of work
As well as National Curriculum themes being major starting points for planning units
of work, the following example is inspired by the TOPS card “Game, Set and Match”.
By taking a sports theme which is relevant to their everyday life and culture, this unit
aims to capture children’s interest and enthusiasm …… and is also boy friendly!
In order to initially inspire and engage the children, the following introductory ideas
may be tried in preparation and cross-referenced with literacy and numeracy learning
objectives.





Children’s own collection and class sharing of
photographs/books/comics/posters
Playing of video footage of players in action and also of the watching crowd’s
expressions
Watching professional dancers and youth dance groups interpreting sports
themes
Listening to various music – counting beats and phrasing rhythms –
interpreting sound and action
Brainstorming/thought showering/mind mapping class activities – exploring
concepts and images ….. drawing out and abstracting the descriptive and
expressive dance language…..into
ACTIONS (what the body does) - the doing words …. Verbs e.g. running,
jumping
DYNAMICS (how the body moves) the quality of
the actions…descriptive language interpreting the use of speed and tension
e.g. adjectives slowly, gently, fluid etc
SPACIAL pathways, directions and levels (where the body is moving) concepts
of shape and design, focus etc
RELATIONSHIPS (with body parts, actions and other people) use of number
combinations and interpretation of the theme; moving under, over, around,
towards & away etc
Encourage the understanding of creating whole dances which have a
beginning, middle and end ….. Dances which have a form and structure…..
and in doing so, children are…
CREATING/ COMPOSING, PERFORMING and APPRECIATING their
own and others’ work.
This example unit of work continually uses ICT within the teaching
process in order to help children make more progress and evaluate and
improve their own performance.
Recommended reference sources – please also refer to the additional page on
resources
TOPS Dance handbook and cards/music
BBC Sports bank Special: Dance video pack ISBN 0563 37690 2
The Dance Teacher’s Survival Guide by Katherine Sexton ISBN 1 85273 102 8
Music – Reverence by Faithless – track 9 “Baseball Cap
Year 5/6
EQUIPMENT
LEARNING
OBJECTIVES
WARM UP
Autumn Term
Dance “The Match”
Progression 1
TOPS card “Game, Set and Match”, CD player and music, Video and images of sports
matches, digital video/stills camera, projector or TV or laptop
Children should learn
 to show an understanding of why it is important to warm up and cool down
 to explore and improvise ideas for dances, working on their own, with a partner and
in a group
 to compose dances by using, adapting and developing steps, formations and
patterning
 to describe, analyse, interpret and evaluate dances, showing an understanding of
some aspects of style and context
Why do you need to warm up - discuss with each other…
Think about the image/movement qualities of the ball….what can it do? How does it
move? Where does it go? Let’s take some of these ideas as a starting point for a warm up.
Can you…
 Drop your head and roll-down through your spine - counts 1234 and return 5678
and repeat….now try tilting your head sideways and repeat the same sequence
Listen to the music and try quickening up the rhythm – roll down 1-2 and return 34…repeat. Are you feeling warmer? Do you feel ready to do more? Repeat this
sequence, and then find your own way of rolling, turning, bouncing, flying etc…
(Improvise) can you make up your own sequence? Practice, repeat and perform.
WHOLE
GROUP
“The Crowd”
COOL DOWN
It is possible at this point to show video/stills of matches and their crowds.
 Imagine now you are looking into the crowd who are watching the game…look at
their expressions, what are they thinking/feeling? – talk about this with your
teacher/partner… what is happening in the game? – How are they reacting with
their body shapes and actions? Discuss and then try out some ideas with a
partner(improvise)
 With a partner can you choose(select) three body shapes which express a reaction
to the umpire/referee’s decision in the game – use contrasting shapes by using
different levels
 Sequence them into a “sentence”(phrase/motif) working with your partner at the
same time ( in unison)
 Start your sequence on different levels to each other and then contrast your levels
until the end of your phrases.
 Face different directions and change the timing?
 Can you practice and then perform your duets to another pair/rest of the class?
 Join up with another pair and try different relationship patterns (remembering you
are watching a match)
 Possibly video record children working


LEARNING
OUTCOMES

Watch each others’ work and comment on how well they were performed and
how they can be improved (could use video to playback and evaluate)
With your teacher, remember the lesson
use exercises that stretch and tone their bodies and help them prepare for
their dance



explore, improvise and choose appropriate material to create new motifs
compose, develop and adapt a motif to make a dance phrase
suggest ways to develop their technique and composition
Year 5/6
EQUIPMENT
LEARNING
OBJECTIVES
WARM UP
WHOLE
GROUP
“The Ball”
Autumn Term
Dance “The Match”
Progression 2
TOPS card “Game, Set and Match”, CD player and music, Video and images of sports
matches, digital video camera, projector or TV or laptop
Children should learn

to organise their own warm-up and cool-down activities to suit the dance

to explore and improvise ideas for dances, working on their own, with a partner and
in a group

to compose dances by using, adapting and developing steps, formations and
patterning

to perform dances expressively, using a range of performance skills

to describe, analyse, interpret and evaluate dances, showing an understanding of
some aspects of style and context
With your teacher, remember your warm-up from the last lesson. Can you find a new way
to travel in and around the space? Now try adding slow stretching, swings and turns and
then develop the sequence by changing the order. Can you watch each others’ warm ups.
– can you see images/pictures of the game? The Ball, The Players, The Crowd?
Think about the different ways a ball can move. How many phrases can you think of?
(What, how, where, E.g. Bounce suddenly forwards)
 Imagine you are the ball… how do you feel? Talk with a partner/teacher. Try to
move like the ball – try using different action words like roll, rebound, spin etc
(WHAT the ball is doing?)
 Choose 3 actions and sequence them into a phrase (like a sentence with a
beginning , middle, end)
 Can you now think of HOW it is moving e.g. quickly/slowly,
lightly/firmly(dynamics)
 Try to change the directions, pathways and levels of your actions (space)
 Perform your phrase of movement to a partner and discuss
 Remember and perform “The Crowd” dance from your last lesson – perform and
share with the class. You may want to watch the video recording of the last
lesson
 Can you now join these two sections together? “The Crowd” and “the Ball”
 Divide the class in half and take it in turns to watch each other perform.
 Video both pieces together
COOL DOWN


Walk quietly and slowly in/around the whole space, stretching and curling into
some of your favourite shapes of your dance.
With your teacher, remember the lesson and discuss – how can you improve your
work? (Could use recording of video to analyse)
LEARNING
OUTCOMES

use exercises that stretch and tone their bodies and help them prepare for
their dance



explore, improvise and choose appropriate material to create new motifs
compose, develop and adapt a motif to make dance phrases
Use appropriate dance terminology to identify and describe their own and others’
dances.
Year 5/6
EQUIPMENT
LEARNING
OBJECTIVES
WARM UP
Autumn Term
Dance “The Match”
Progression 3
TOPS card “Game, Set and Match”, CD player and music, Video and images of sports
matches, digital video/stills camera, projector or TV or laptop
Children should learn

to organise their own warm-up and cool-down activities to suit the dance

to explore and improvise ideas for dances, working on their own, with a partner and
in a group

to compose dances by using, adapting and developing steps, formations and
patterning

to perform dances expressively, using a range of performance skills

to describe, analyse, interpret and evaluate dances, showing an understanding of
some aspects of style and context
With your teacher, remember your warm-up from the last lesson.
 In a circle with the whole class, one by one everybody performs their sequence
in the middle – the rest copy .Can you see images of The Ball, The Crowd?
Do you now understand the need to warm up? Are you feeling stronger and more
flexible?
ON YOUR
OWN
“The Players”
WHOLE
GROUP
“The Match”
COOL DOWN
LEARNING

Imagine you are watching the ball… look to the side, front, side, front, up,
down… repeat this sequence
Imagine you are watching a game – look at the players…Where are they going? How
are they moving?
 Can you walk in time with the music - 1234 and lunge 5678, repeat and create a
pattern using all the space
Now follow the direction of the ball as you lunge…. Don’t forget to change your
directions/levels
 Perform with your class and then to a partner -.give each other positive
feedback...
With your teacher, divide the class into two halves- “the players and the ball” and “the
crowd”
 Can you discuss, explore and develop how these patterns can fit together to
create a story of “the match”

Experiment with different combinations

Change over groups and repeat the process.

Discuss with your class whether your accompaniment brings out the best of your
movements…. Try using different music styles/artists

Video performance
Can you
 Walk quietly and slowly in/around the whole space, stretching, curling, twisting
and rolling- breathing slowly and deeply.
 With your teacher, remember the lesson and watch your work on video – how can
you improve your work?
OUTCOMES






warm up and cool down independently and use appropriate exercises
explore, improvise and choose appropriate material to create new motifs
compose, develop and adapt a motif to make dance phrases
perform specific skills and movement patterns with accuracy
use appropriate dance terminology to identify and describe their own and
others’ dances
talk about the relationship between the dance and its accompaniment
Year 5/6
EQUIPMENT
LEARNING
OBJECTIVES
Progression 4
Children should learn
 to understand why dance is good for their fitness, health and wellbeing
 to explore, improvise and combine movement ideas fluently and effectively


ON YOUR
OWN/partner
“The Players”
Dance “The Match”
TOPS card “Game, Set and Match”, CD player and music, Video and images of sports
matches ,digital video/stills camera, projector or TV or laptop

WARM UP
Autumn Term
to create and structure motifs, phrases, sections and whole dances
to understand how a dance is formed and performed
to evaluate, refine and develop their own and others’ work
With your teacher, discuss why people dance and how it is an important part of our lives
– when you dance, how does it make you feel? Why is it important to warm up before
dancing? Let’s make up a warm up sequence with stretches, runs and lunges to make our
heart pump faster (aerobic) – using all the space,
 4 stretches in different directions – 8 counts, run – 4 counts, lunge and turn head
(follow the ball) - 2 counts .Keep repeating this…… Freeze! Can you feel/hear
your heart beating faster? How do you feel? Why?
Watch on the video how the footballers (you could use video of professional football
players or school team), use their feet when controlling the ball- look how skillfully they
use different parts of their feet…. Now without the ball
 Can you imagine you are dribbling the ball – explore using different parts of the
feet and create a pattern of movement which lasts for 8 counts – repeat and
develop this phrase by changing your directions and speed …. Try adding
stillness e.g. 1234 still for 56, move for 78. Listen to the music – let it help you to
create your phrase “A”.
 Can you find other ways of managing the ball – pass and kick, kick behind and
turn, knee to knee, heading the ball etc – can you create a pattern of movements
with these ideas – put them into a sequence which lasts 8 or 16 counts. Again
listen carefully to the music; it will help you to phrase your actions. Play with the
speed of the movements….. Have fun with it! (phrase B)
 Can you try performing your phrases of movement with a partner – use
action/reaction (question & answer) Try an ABBA pattern – you perform A and
freeze, while your partner does B, then you perform – B, partner – A, etc...
Try different combinations… have fun with it!
Your teacher will video and photograph your work in order to make your own
improvements and developments.
WHOLE
GROUP
COOL DOWN
LEARNING
OUTCOMES
With your teacher, rehearse and remember all three sections – (The Ball, the Crowd and
the Players). This can be used at the beginning of the next lesson to remind the children
of the dance
Can you


Walk quietly and slowly in/around the whole space, stretching, curling,
twisting and rolling- breathing slowly and deeply.
With your teacher, remember the lesson and watch your work on video –
how can you improve your work?

describe how dance contributes to fitness and wellbeing



respond to a range of stimuli, improvising freely using a range of
controlled movements and patterns
select and use a range of compositional ideas to create motifs that
demonstrate their dance idea
comment on what works well and explain why
Year 5/6
EQUIPMENT
LEARNING
OBJECTIVES
Autumn Term
Dance “The Match”
Progression 5
TOPS card “Game, Set and Match”,CD player and music, Video and images of sports
matches, digital video/stills camera, projector or TV or laptop
Children should learn:
 to prepare effectively for dancing
 to explore, improvise and combine movement ideas fluently and effectively
 to begin to use basic compositional principles when creating their dances
 to evaluate, refine and develop their own and others’ work
WARM UP
With your teacher, remember your warm-up from the last lesson .Can you repeat it?
Can you remember any of your other warm ups in previous lessons? With a partner try to
combine your ideas into a new warm up sequence.
Do you now understand the need to warm up? Are you feeling stronger and more
flexible?
ON YOUR
OWN/ group
WHOLE
GROUP
“The Match”
Let’s remember and rehearse “The Ball”. “The Crowd” and “The Players” sections of our
class dance again – how can you make your dance phrases fit together into a whole dance
”jigsaw” which has a beginning, middle and end ….. It is telling a story!
In groups of 4
 Discuss how you might pattern and put these 3 sections together to create “The
Match” story. Plan this on a large piece of paper so you can describe it to the rest
of your class later – you could also help create a colourful class wall display!
 Listen to different pieces of music – which works better for your dance and why?
 Think about your costume and your set design – you could also project a film or
photographs on the back wall to help give your dance more atmosphere! Or you
could use any artwork that has been done to support the unit of work as a slide
show in the background.





COOL DOWN
LEARNING
OUTCOMES
Can you try out joining these sections together
Watch again a part of a match on the video – look at how the players move into
group circles, semi circles, straight lines, triangles... try out some of these
patterns to link up your 3 sections of “The Match” dance
Perform and share your ideas with the rest of the class – also watch some of each
others work on video – look at the different combinations of actions and group
patterning.
Look at how some of you are moving at the same time as each other-called
UNISON-why is that effective?
Can you see other wave like patterns, one person/group moving after each othercalled CANON – why is that effective?
Look at some of the still shapes in the class photographs your teacher has takenCan you slowly stretch, curl, twist and shape yourself into 3 of these shapes to make a
sequence? Breathe slowly in and out to cool down.


identify what types of exercise they need to do to help their
dancing
explore dance and movement ideas imaginatively, including



actions, dynamics, space and relationship
select and use a range of compositional ideas to create motifs that
demonstrate their dance idea
use appropriate language and terminology to describe, interpret and
evaluate their own and others’ work
comment on what works well and explain why
Aspects
and
where the 10
High
Quality
Outcomes fit with
EQUIPMENT
aspects
1. Committed
LEARNING
4. Confidence and
10. Enjoyment
OBJECTIVES
relate to attitudes
and not directly
linked to the 4
aspects
Acquiring &
Developing Skills
Autumn Term
Year 5/6
3c
3b
3a
4c
Dance Year 5
Dance “The Match”
4b
4a
5c
Progression 6
5b
5a
TOPS
Level
3
card “Game ,Set and Match”
Level 4 CD player and music, Video
Level 5 and images of sports
matches
,digital
video/stills
camera,
projector
or
TV
or
laptop
Some children will be
MOST children will have
Some children will have consolidated
working within the
consolidated the previous level and
following
criteria
but learn
will be working well within the
Children
should
will not quite have
following
 it completely
to prepare effectively for dancing
fulfilled
the previous level and will be working
beyond it and into the following criteria
 to create and structure motifs, phrases, sections and whole dances
 actions
to understand
how a Link
dance
formedandand
Use skills,
and ideas
skills,istechniques
ideasperformed
Combine skills, techniques and ideas
appropriately
showing precision control and
consistently showing precision, control
fluency
and fluency
Pupils create three movements
With your teacher, remember Pupils
your create
warm-up
from the last lesson.
Can you repeat it with a
2. Understanding
showing a change in speed and
a group dance
pupils can create/perform a sequence
partner?
skills
level,
direction and expression
showing a moment of cannon,
of movements showing motif
WARM
6. A range UP
of
each
pupil and
uses the
samethe music
development,
e.g. a circle
shape group
could
 Can you travel usingwhere
all the
space
when
stops make
a whole
competitive,
movement, one after the other. Use
be described using a variety of body
pattern when your teacher
calls
outaway
CIRCLE/
STRAIGHT
LINE/TRIANGLE
creative and
direction
to move
and
parts e.g. hips,
shoulder and elbow etc
challenge-type
partner.
Useget
different
andcount
travel through
space
 Take it in turns to calltowards
out the
shapethere by the
of 5 E.g.
CIRCLE
activities
patterns to move in circling,
54321 FREEZE!
weaving or straight
Do you
understand
toskills,
warm
up? Are
andskills,
moretechniques
Select
skills,now
actions
and ideas and the need
Apply
techniques
and you
ideas feeling
selectstronger
and apply their
Selecting &
apply
them with
co-ordination
andto dance?
accurately and appropriately
and ideas accurately and appropriately
applying skills,
flexible?
Are
you ready
control
tactics &
Pupils use points of contact such as Pupils select and structure dance
compositional
Pupils can develop a phrase of
hands, back, hip to create safe
motifs in relation to chosen ideas.
ON
YOUR
ideas
movement
repeating
action frombalances
and supports
through
They improve
the technical
and
Can youbywatch
theanvideo
last week’s
lesson
and remember
your dance
ideas?
OWN/Group
and
adding
linking
movements.
A your
improvisation.
Can teach
a friend
expressive
content and focus
Can
you
now
discuss
with
group/teacher
what
needs
to
be
improved…e.g.…
5. skillsMatch”
performance has a beginning
or group a phrase
appropriately on the intention of the
“The
middle and end
dance
Can see howtheir Your
work isdance
similar toactions
Compare
and comment
on skills,
and comment
on skillsout,
and in
Evaluating &
and phrases
– are
they clear,analyse
big enough,
spaced
and different from others’ work
techniques and ideas used in their
techniques and how these are applied in
improving
with on
the music
with work
each other? Do they
well?
ownand
and others’
theirflow
own and
others’ work
performance
Pupils can watchtime
their dance
video and observe
how fidgeting
Pupilsgroup
observedance
how good
dancers
pupils
a professional
piece
of
 Looking
at the whole
– are
the floor
andwatch
air patterns
clear,
are
7. Thinking and
can affect the quality
of enough changes
use their
eyes
to focus
on,
either a
work
and recognise
skills and
there
of
levels
and
directions?
Is
everyone
focusing
towards
decision making
performance
point in space or a body part
techniques they have
the ball?
8. Show a desire to
Use this understanding
to improve
performance
achieved/performed themselves
improve
their own
performance
Use this understanding
improve themodify
andand
refinemeaning
skills and techniques
Let’s
now rehearse “The Match”
again andtoimprove
quality
of the
their own performance
to improve performance
Pupils rehearse and refine their
dance “story”
own group dance. Improving
In their next attempt pupils
pupils refine their work to include an
 Are
to perform
to an
AUDIENCE?
stretch, fingers/toes
etcyou ready now
perform
silently with
greater
entrance and exit into the space, that
concentration
andclass/
clear focus
is appropriate to the dance idea
(opportunity to perform
to another
in assembly/parents/community)
Give reasons why warming up before
Explain and apply basic safety
Warm up and cool down in ways that
Knowledge &
Have you chosen principles
appropriate
costume
colours?suit the activity and explain how the
an activity isimportant
in preparing
for exercise
understanding of
body reacts during different types of
fitness & health
Pupils explain
it is important
explain
why warming up
 why
Have
you thoughtPupils
about
lighting?
exercise
to warm up whole body,
the feet and knees before jumping
Are you happy with
your music?
3. Healthy, active
particularlythe feet
is important
Pupils warm up and cool down using
lifestyles
Give reasonswhy Has
physical
activity
is a Describe
the effects of
exercise
on
whole
body and
isolated
your
dance
clear structure
with
a beginning,
middle
and
end?movements
9. Stamina,
good for their health
their bodies and how this is valuable
e.g. warming up the finders in
 activity
Rehearse
shape/ending
position …. And
bow….forWait
for theAsian
suppleness and
to their
fitness and health
Good all round
for you final
preparation
Indian/south
strength
applause!
strength/flexibility
and suppleness
Pupils describe how dance
dance
Explain why regular safe exercise is
in the muscles
 Now it’s time to generates
performwarmth
your best
to your audience…
good luck!
good for their fitness and health
and sweating
 Teacher films for pupils
final describe
evaluation
the positive effects
Pupils explain how dance can
or nervousness enhancing
contribute to a more active lifestyle,
performance and the
aid fitness and improving selfCOOL DOWN After performing – sit down and
talk with the
audience
excitement/sense
of achievement
confidence as well as making you feel
afterwards
good dance with the audience.
This is now a good opportunity
to discuss how you created your
Names of some childrenWhere
who will did
be working
Namesbecome
of some children
who will have
Don’tcome
list from and how did they
your ideas
movements,
shapes and
within this criteria but will not quite have
most children will have
consolidated the previous criteria but
why did
choose
andthislighting?
fulfilled it completely sequences. How and
consolidated
theyou
previous
criteriathe music/costume,
may be working wellset
within
criteria
and will be working
well within
the in “The Match” story?
Did the audience recognise
the sport
images
following criteria
What is your next dance going to be about?
SEN
LEARNING
OUTCOMES
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identify what types of exercise
need to do to help their dancing
Gifted andthey
talented
explore dance and movement ideas imaginatively, including actions,
dynamics, space and relationship
perform with clarity and sensitivity to an accompaniment,
communicating a dance idea on their own, with a partner and in a
group
recognise how costume, music and set can help to improve a dance
performance
comment on what works well and explain why
Aspects and where
the 10 High Quality
Outcomes fit with
aspects
1. Committed
4. Confidence and
10. Enjoyment
relate to attitudes and
not directly linked to
the 4 aspects
Acquiring &
Developing Skills
2. Understanding skills
6. A range of
competitive, creative
Dance Year 6
LEVEL 3
Some children will be working
within the criteria below but
will not quite have fulfilled it
completely
LEVEL 4
MOST children will have
consolidated the previous criteria and
will be working well within the
criteria below
LEVEL 5
Some children will have consolidated the
previous criteria and will be working
well within the criteria below
Use skills, actions and ideas
appropriately
Pupils create three
movements showing a change
in speed and level, direction
and expression
Link skills, techniques and ideas
showing precision control and fluency
Pupils create a group dance
showing a moment of cannon,
where each pupil uses the same
movement, one after the other. Use
Combine skills, techniques and ideas
consistently showing precision, control
and fluency
pupils can create/perform a sequence
of movements showing motif
development, e.g. a circle shape could
and challenge-type
activities
Selecting & applying
skills, tactics &
compositional ideas
5. skills
Evaluating &
improving
performance
7. Thinking and
decision making
8. Show a desire to
improve
Knowledge &
understanding of
fitness & health
3. Healthy, active
lifestyles
9. Stamina, suppleness
and strength
Select skills, actions and ideas
and apply them with coordination and control
Pupils can develop a phrase of
movement by repeating an
action and adding linking
movements. A performance
has a beginning middle and
end
Can see how their work is
similar to and different from
others’ work
Pupils can watch their dance
on video and observe how
fidgeting can affect the quality
of performance
Use this understanding to
improve their own performance
Pupils rehearse and refine
their own group dance.
Improving stretch,
fingers/toes etc
Give reasons why warming up
before an activity is important
Pupils explain why it is
important to warm up whole
body, particularly the feet
Give reasons why physical
activity is good for their health
Good all round activity for
strength/flexibility and
suppleness
Names of some children who will be working within the
above criteria but will not quite have fulfilled it completely
direction to move away and towards
partner. Use different patterns to
move in circling, weaving or
straight
be described using a variety of body
parts e.g. hips, shoulder and elbow and
travel through space
Apply skills, techniques and ideas
accurately and appropriately
Pupils use points of contact such as
hands, back, hip to create safe
balances and supports through
improvisation. Can teach a friend
or group a phrase
select and apply their skills, techniques
and ideas accurately and appropriately
Pupils select and structure dance
motifs in relation to chosen ideas. They
improve the technical and expressive
content and focus appropriately on the
intention of the dance
Compare and comment on skills,
techniques and ideas used in their own
and others’ work
Pupils observe how good dancers
use their eyes to focus on, either a
point in space or a body part
performance
Use this understanding to improve
their own performance
In their next attempt pupils
perform silently with greater
concentration and clear focus
analyse and comment on skills and
techniques and how these are applied in
their own and others’ work
pupils watch a professional piece of
work and recognise skills and
techniques they have
achieved/performed themselves
modify and refine skills and techniques
to improve performance
pupils refine their work to include an
entrance and exit into the space, that is
appropriate to the dance idea
Explain and apply basic safety
principles in preparing for exercise
Pupils explain why warming up the
feet and knees before jumping is
important
Describe the effects of exercise on
their bodies and how this is valuable
to their fitness and health
Pupils describe how dance
generates warmth in the muscles
and sweating
pupils describe the positive effects
or nervousness enhancing
performance and the
excitement/sense of achievement
afterwards
Don’t list
Warm up and cool down in ways that
suit the activity and explain how the
body reacts during different types of
exercise
Pupils warm up and cool down using
whole body and isolated movements
e.g. warming up the finders in
preparation for Indian/south Asian
dance
Explain why regular safe exercise is
good for their fitness and health
Pupils explain how dance can
contribute to a more active lifestyle,
aid fitness and improving selfconfidence as well as making you feel
good
Names of some children who will have
consolidated the previous criteria but
may be working well within this criteria
most children will have consolidated
the previous criteria and will be
working well within the following
criteria
SEN
Talented