Year 7 Dance Unit Overview at Queen Elizabeth II High School
Students at Queen Elizabeth II High School in Year 7 are engaged in a comprehensive dance unit where they learn fundamental skills, choreographic devices, teamwork, and performance aspects. The curriculum emphasizes creating original dances, exploring formations, dynamics, and contact, and culminates in a chance dance assessment. Prior knowledge and objectives are highlighted, with a focus on self-confidence, creativity, and social cooperation. The lessons incorporate various criteria for different skill levels to guide students' progress in choreography, formations, dynamics, and repetition.
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Queen Elizabeth II High School Dance SoL Year 7 Dance Unit Description Students begin Dance lessons learning the basic actions in Dance and how to link them, using transitions. Students will learn how to safely warm up and cool down. To gain fundamental skills needed in Dance students will be taught how to make basic contact safely in pairs and in small groups. This will have focus on teamwork, concentration and problem solving, allowing the students to make their own choices and giving them opportunity to take on a leadership role. The scheme of learning then begins to look at choreographic devices, to understand how they are used to develop and adapt movement that has been created. At the end of the half term students will create a dance using dice chance dance to begin to recognise how our bodies can move in different ways. This final Dance will be part of their summative assessment for Dance. Students will share work with their peers to build performance skills in a supportive environment. This scheme of work supports the development of self-confidence, encourages social co-operation and enhances creativity. Length 7 weeks Objectives Key Words This half term I am learning how to: To choreograph a short dance using a range of choreographic devices. Make basic contact safely with a partner Explore teamwork Choreographic devices, canon, unison, repetition, contact, formations, dynamics, spatial awareness, pace, energy, timing, relationship, teamwork, choreograph, strengths, developments, skills, contemporary, explore. By the end of this half term I will be able to: Create a dance using dice Chance dance Understand how to use canon, unison, repetition, formations, dynamics and contact. Prior Knowledge Some students have had dance through Primary liaison workshops. EWA- Dance
Lesson Lesson Lesson success criteria and ideas. Beginner: To be able to work sensibly in a pair making basic contact. Developing: To be able explain what teamwork is and will be aware of others in the space. Secure: To be able to apply basic contact lifts into a phrase linking using transitions. Confident: To be able to discover different ways of using contact in your dance. Exceptional: To be able to create movement that is original using contact. Contact 1/2 Lifts- Trust fall, counterbalance, side lift, bridge lift, bridge roll, body surfing, helicopter, back lift, piggyback lift, pencil lift, superman lift, ladder lift, crucifix lift. Beginner: To be able to create a dance that starts and ends in a formation. Developing: To demonstrate 3 different formations within your group dance. Secure: To be able to apply fluid transitions into 4 different formations. Confident: To be able to 5 discover different ways of using formations. Exceptional: To create 6 formations that are original. Formations and levels. 3 Teach whole class phrase. Separate class into groups of 4. Develop movement phrase using formations. EWA- Dance
Lesson Lesson Lesson success criteria and ideas. Beginner: To be able to work sensibly in a group and define unison and canon. Developing: To be able explain what unison, canon and speed are in dance by giving examples. Secure: To be able to apply unison, canon and speed into your own dance. Confident: To be able to discover different ways of using unison, canon and changes of speed into your dance. Exceptional: To be able to create movement that is original using unison, canon, speed and contact. Unison, canon and speed. 4 Teach basic phrase to whole class. Split class into groups of 3 s. Beginner: Unison, canon, formations, speed, levels and contact. Developing: Repetition and 1 part of dynamics. Secure: 2 parts of dynamics. Confident: 3 parts of dynamics. Exceptional: All theparts that make up dynamics 5 Repetition & Dynamics Using the phrase created last week students will develop using dynamics and repetition. EWA- Dance
Lesson Lesson Lesson success criteria and ideas. Beginner: To be able to work sensibly in a group using dice to create your dance. Developing: To be able to link movements rolled by the dice. Secure: To be able to discover different ways of performing the movements chosen. Confident: Develop the dance using 3choreographic devices. Exceptional: Develop the dance using 4 choreographic devices. Chance dance 6 Recap dance work. Peer assessment Verbal feedback WWW, EBI. Assessment lesson. Self assessment 7 EWA- Dance
Resources year 7 https://www.youtube.com/watch?v=-I-SE6Q9Le0 https://www.youtube.com/watch?v=E0Wwol6mVO4 EWA- Dance
Queen Elizabeth II High School Dance SoL Year 8 Dance Unit Description Length Throughout this half term students will create their own choreographies through use of different stimuli and props. Students will watch professional works to be inspired and appreciate dances based on different themes. Workshops using different props will occur, focusing on how to use the prop accurately and creatively. Dances will then be created based on different themes using props to support the narrative and students will select appropriate accompaniment. Performance skills will be developed in this scheme of work, allowing the students to portray their stimulus to their peers through movement. Choreographic devices such as formations, pathways, directions, levels, unison and canon will be used to develop and adapt the movement. 7 weeks Objectives Key Words Choreographic devices, canon, unison, repetition, contact, formations, dynamics, spatial awareness, pace, energy, timing, relationship, teamwork, choreograph, strengths, developments, skills, contemporary, explore, retrograde, props, stimulus, theme, co-ordination, focus, concentration, movement memory, musicality, structure, choreographers intention. This half term I am learning how to: Appreciate professional Dance works. Create and perform using a prop accurately. Develop awareness of stimulus (theme) as a starting point for choreography and performance. Explore spatial design. By the end of this half term I will be able to: Create dances based on different themes and stimulus, using props to support the narrative and select appropriate accompaniment. Use patterns, formations, pathways, directions, levels, size of movement to develop dance movement. Prior Knowledge EWA- Dance Some students have had dance in year 7 PE games lessons
Lesson Lesson Lesson success criteria and ideas. Queen Elizabeth II High School PE Department Beginner: Create a dance using a chair. Developing: The dance will have specific movement that goes over, under and on top of the chair. Secure: Develop those movements using 2 choreographic devices, including using contact work. Confident: Develop using 3 choreographic devices. Exceptional: Create movement that is original, develop using 4 choreographic devices. 1 Prop chair Beginner: Create a dance using the ribbon/wooden sticks. Developing: The dance will have specific movement that goes up, down, spirals and flicks. Secure: Develop those movements using 4 choreographic devices, including using contact work. Confident: Develop using 5 choreographic devices. Exceptional: Create movement that is original, develop using 6 choreographic devices. EWA- Dance Prop ribbon 2
Lesson Lesson Lesson success criteria and ideas. Queen Elizabeth II High School PE Department Beginner: Create a dance using a prop of your choice. Developing: The dance will have specific movement that suits the prop chosen. Secure: Develop those movements using 4 choreographic devices, including using contact work. Confident: Develop by adding appropriate accompaniment to suit the style of dance. Exceptional: Create movement that is original, develop using 6 choreographic devices. Prop of choice 3 Beginner: Create a dance based on the theme riots. Developing: Develop using 2 choreographic devices. Secure: Develop using 3 choreographic devices. Confident: Develop using 4 choreographic devices. Exceptional: Create movement that is original, develop using 5 choreographic devices. 4 Theme- Riots EWA- Dance
Lesson Lesson Lesson success criteria and ideas. Queen Elizabeth II High School PE Department Beginner: Create a dance based on the theme sport. Develop using 2 choreographic devices. Developing: Create a dance that has more than 1 sport, develop with 3 choreographic devices. Secure: Develop using 4 choreographic devices. Confident: Develop using 5 choreographic devices. Exceptional: Create movement that is original, develop using 6 choreographic devices. Sports dance 5 Beginner: Create a dance based any theme. Developing: The dance will have specific movement that represents the theme. Secure: Develop those movements using 3 choreographic devices. Confident: Develop using 4 choreographic devices. Exceptional: Create movement that is original, develop using 5 choreographic devices. Theme of choice 6 EWA- Dance
Lesson Lesson Lesson success criteria and ideas. Queen Elizabeth II High School PE Department Recap dance work. 7 Peer assessment Verbal feedback WWW, EBI. Self assessment EWA- Dance
Resources year 8 https://www.youtube.com/watch?v=pKOpYUz0BXY https://www.youtube.com/watch?v=IpVf5-aTgys https://www.youtube.com/watch?v=PQJyxKiQ7g8 https://www.youtube.com/watch?v=sBsBSrrQpX8 https://www.youtube.com/watch?v=ku1tVoBUyw8&t= 4211s https://www.youtube.com/watch?v=BRdB0Efc4ys https://www.youtube.com/watch?v=EDOJ8R7Ywt EWA- Dance
Queen Elizabeth II High School Dance SoL Year 9 Dance Unit Description Length Throughout this half term students will take part in workshops based on different styles of dance. The styles of dance will range from Contemporary, Street Dance, and Capoeira to The Haka and Barn dancing. The students will understand the fundamental features of these styles and will be able to develop learnt phrases working in small groups. The students will watch professional work to be inspired and appreciate dances of different genres. Discussions will occur focusing on how dance has developed historically and how historical events and fashions have influenced the changes. Choreographic devices such as retrograde, accumulation, mirroring and dynamics will be used to develop and adapt the movement. 6 weeks Objectives Key Words Choreographic devices, canon, unison, repetition, contact, formations, dynamics, spatial awareness, pace, energy, timing, relationship, teamwork, choreograph, strengths, developments, skills, contemporary, explore, retrograde, props, stimulus, theme, co- ordination, focus, concentration, movement memory, musicality, structure, choreographers intention, stylistic qualities, cultural context, historical context, background, targets, features, street dance, the haka, barn dance, capoeira. This half term I am learning how to: Appreciate professional Dance works. Perform and create in different dance styles. To understand the development of dance. By the end of this half term I will be able to: Perform key features of Contemporary, Street dance, Capoeira, The Haka and Barn Dance styles. Create group dances in all of the styles and use a range of choreographic devices to develop the work. Discuss how Dance has developed throughout history and how historical events and fashions have influenced the changes. Prior Knowledge Some students have had dance in year 8 PE games lessons EWA- Dance
Lesson Lesson Lesson success criteria and ideas. Queen Elizabeth II High School PE Department Beginner: Develop a contemporary dance based on the theme Friendship with a start and end formation. Developing: Develop using choreographic devices unison and canon. Secure: Develop using choreographic devices levels showing an awareness of timing. Confident: Develop usingchoreographic device repetition and mirroring. Exceptional: Create movement that is original and perform with confidence. 1 Contemporary dance Beginner: To be able to work sensibly in a group, adding unison to the street dance piece. Developing: To be able to perform elements of street dance, adding unison and canon. Secure: To be able to confidently perform elements of street dance adding unison, canon and repetition. Confident: To be able to perform as a group with good timing, adding unison, canon, repetition and use of levels. Exceptional: Street dance 2 EWA- Dance
Lesson Lesson Lesson success criteria and ideas. Queen Elizabeth II High School PE Department Beginner: To be able to link the street dance piece from last lesson with new tutting section together. Developing: To add onto tutting section adapting and developing movement using 2 choreographic devices. Secure: Add on and adapt using 3 choreographic devices. Confident: Add on and adapt using 4 choreographic devices. Exceptional: To be able to perform with accuracy and adapt using 5 choreographic devices clearly to ensure the audience can identify those moments. Street dance 3 Beginner: To be able to explain the historical context of The haka. Developing: To be able to demonstrate basic Haka movements and words. Secure: To be able to confidently perform in the stylistic qualities needed for The haka. Confident: Add on using movement that is relevant to the style of dance. Exceptional: To be able to perform with both movement and vocals with 4 Haka EWA- Dance
Lesson Lesson Lesson success criteria and ideas. Queen Elizabeth II High School PE Department Beginner: To be able to work sensibly in a pairs and copy elements of Capoeira. Developing: To be able to perform elements of Capoeira. Secure: To be able to confidently perform elements of Capoeira. Confident: To be able to perform as a pair with good timing. Exceptional: To be able to perform the Capoeira battle with accuracy. Capoeira 5 Beginner: To be able to work sensibly in a pairs and copy elements of Barn dance. Developing: To be able to perform elements of Barn dance. Secure: To be able to confidently perform elements of Barn dance. Confident: To be able to perform as a group with good timing. Exceptional: To be able to perform movement with accuracy. EWA- Dance 6 Barn Dance
Lesson Lesson Lesson success criteria and ideas. Queen Elizabeth II High School PE Department Recap dance work. 7 Peer assessment Verbal feedback WWW, EBI. Self assessment EWA- Dance
Resources year 9 https://www.youtube.com/watch?v=JfDVVJgls34 https://www.youtube.com/watch?v=o31gnl-CFQE https://www.youtube.com/watch?v=z_yqDn_20PQ https://www.youtube.com/watch?v=p1thJqQrxYk https://www.youtube.com/watch?v=uqHt2VeYJN4 EWA- Dance
