Year group:
7
Dance
Single lessonmixed
(Replace with unit title or code.)
Tier
( Level
2-4)
Length
6 weeks
(6
Unit description
(Enter a description of the unit, with sufficient detail to explain the main intentions and phases.)
Year 7 Dance- single lesson (sports themes)
In this unit of work students develop confidence and co-ordination when moving to music and performing in
front of peers. They improve their rhythm and timing and begin to understand how to count in time to a beat.
Students will know and understand the 6 types of movements and be able to link them together. They will
understand what a motif is and know the characteristics. They will perform simple motifs in unison and will
be able to make comments on their own and others performance and suggest ways to improve. They will
be able to compose a simple motif and begin to understand some basic choreographic principles such as
directions and timing.
x single lessons.)
Learning objectives
Level or Grade
Learning outcomes
(Enter KS3 level or
Objectives (Learning Intentions)
GCSE grades for
Develop rhythm and timing to music
objectives, where
Know and understand the 6 types of action/movements appropriate.)
L Apply sports themes to still images
Usual range is
Link at least 4 sporting movements together to make a
level 2-4
sequence.
Understand the word ‘Abstracting’
Further develop rhythm and timing to music
Know and understand the term ‘motif’
Communicate the idea of Triumph
Perform as a class in unison
Recapitulate the word motif
Communicate the theme of defeat
Perform as a class in unison with perfect timing.
Know and understand the origins and meaning of the
‘Haka’
To learn and perform a group Dance using still images
and a ‘Haka’ motif
Compose a motif using 4-8 umpiring signals
Understand how different levels, directions and speeds
can be used in Dance.
Anticipated Learning Outcomes
 Development of rhythm and timing to music
 Enhanced co-ordination and body management.
 Knowledge of the 6 types of action/movement
 Be able to link movements together to make
short movement phrases
 Know and understand what a motif is.
 Communication of ideas/themes through motif’s
 Be able to perform in unison
 Develop confidence when performing in front of
the class
 Comment on others performances.
 Perform a group Dance
Prior knowledge
Key words
(Enter pre-requisite knowledge and skills.)
Movement, timing, rhythm, co-ordination, travel, turn, jump,
gesture, weight transfer, freeze, link, motif, unison, canon,
levels, directions, motif, theme
Students may have done some dance in primary school or at a
dance school, but this unit starts at the beginning and has no
pre-requisites.
What comes next – connections to other topics and units
(Connections to other work – including cross-curricular links)
Years 8 and 9 dance- motif development, dance styles and structure
Years 7 and 8 Gymnastics- performance and routine structure
Year 9 Trampolining- Performance
Phase 1
Overview of
this phase
How will the pupils learn?
e.g. tasks/activities, starters,
plenaries …
How will the learning emerge?
e.g. key questions, assessment
points …
Learning Activities/Unit
Outline
Lesson 1
Through Q&A and
1. Discuss the 6 types of
performance
Introduction
movement using the white
of moving to
board and demonstrations.
music.
 TRAVELLING- running,
skipping, walking
Learn the 6
 Weight
types of
TRANSFERENCEmovement.
rocking, sinking,
swaying
Begin to link
 TURNING- revolving,
movements
spinning, twirling, rolling
together
 JUMPING- hopping,
bounding, leaping
Communicate
 GESTURE- waving,
themes
reaching, stomping
(limb movement not
involving supporting
weight)
 STILLNESS- freezing,
pause.
2. Warm up- Teacher led
movement to music
Lesson 1 and
2
How will this be adjusted?
e.g. support/extension …
Resources
Support during lessonincreased teacher input/
prompting.
Action word grids,
co-ordinate cards,
pieces of paper,
pencils, CD, stereo
More time given to think/
perform.
Teacher prompting/
ideas.
Fewer movements
Extension
Pupil demonstrations.
Use more movements.
Work with a partner and
join the 2 sequences
together.
Teach another person
3. Pupils compose a sequence
of at least 4 movements using
the action word grid.
 Each pupil has a piece
of paper and pencil.
They travel to all four
corners of the room. At
each corner they
choose a co-ordinate
card and then write
down on their piece of
paper the action.
 Pupils should have 4
actions written down
 Explain and
demonstrate some of
the actions
 Pupils must link
together their 4
movements in a logical
order.
4. Perform half the class at a
time
their sequence
Assessment
Students will comment on the
movements that they have
seen and how they joined
them together. Suggest a
strength and something to
improve.
Lesson 2- Still images and
linking movements
1.Recapitulate the 6 types of
movement/action learned in
lesson 1)Explain what a still
image is.
2.Demonstrate and show task
cards to give pupils ideas of
sporting still images. Explain
that some movements may
need to be altered slightly
(abstracted e.g. the hang
position in long jump)
3.Warm up- Teacher led
movement to music (teach the
tennis, basketball and boxing
warm up). Emphasize counts
of 8.
4.Pupils experiment with
different sporting still images
5.Teacher plays music, when
music stops pupils freeze in
one of their still images (repeat
x 4)
6.Pupils link at least 4 still
images together in a logical
order to make a sequence.
7.Perform and evaluate
Sports freeze frame
cards, CD, CD player
Support during lessonincreased teacher input/
prompting.
More time given to think/
perform.
Teacher prompting/
ideas.
Fewer movements
Extension
Pupil demonstrations.
Assessment
Half the class perform at a
time. Students watch the other
person in the pair, They
comment on the movements
seen and the way in which the
movements were joined. A
strength and area to improve
highlighted. If the students
could not work out what
movements the students were
doing, why couldn’t they?
Use more movements.
Work with a partner and
join the 2 sequences
together.
Teach another person
their sequence
Phase 2
Overview of this
phase
How will the pupils learn?
e.g. tasks/activities, starters,
plenaries …
LESSON 3- We are the
champions
Introduction of
Know and understand the
motifs.
term ‘motif’
Communicate the idea of
Performing in
Triumph
unison.
Perform as a class in
unison
Adding on
1.Explain what a motif is and
movements.
that it communicates an
idea/theme
Communicating 2. Discuss the term triumph
themes
and using the posters
comment on actions which
can be used to reflect and
communicate this mood.
3.Warm up- (continue sports
themes warm up tennis,
basketball, boxing)
4.Teacher to teach class a
motif communicating triumph
using the add on method
5.Perform as a class in
unison.- teacher to video
6.Work with a partner and
add new material on the end
How will the learning emerge?
e.g. key questions, assessment
points …
Lesson 3,4,5
Assessment
Half the clas sperform at a
time. Comment on partners
performance. Was it in unison
and how well were the actions
performed.
How will this be adjusted?
e.g. support/extension …
Resources
As per phase 1
Resources- Triumph
poster, CD ‘we are
the champions’
(QUEEN), CD
player, video camera
The more able will be
able to make other
developments to the
motif.
(actions should be
appropriate to the theme).
7. Perform and evaluate
LESSON 4 -Defeat
Recapitulate the word motif
Communicate the theme of
defeat
Perform as a class in
unison with perfect timing.
Perform with a partner
1.Recapitulate last weeks
learning objectives
2.Discuss actions that
communicate the theme of
defeat- use the poster as a
stimulus.
3.Warm up- to enhance exact
timing- counting and moving
to counts of 8 single and
double time, in a circle. Test
pupils timing by making them
tap their feet with eyes closed
in time with the music.
4.Teacher led motif using the
add on method
5.Perform as a class in
unison
6. In a pair perform with a
As per phase 1
Assessment
Comment on another pairs
performance. How have they
changed it and the quality of
performance.
The more able will
change directions/levels
and possibly timing
Defeat poster, CD
‘Bitter sweet
symphony’ (The
Verve), video
camera, CD player
start formation and add some
movements on
7.Half the class to perform
while the others evaluate
(change roles)
LESSON 5- The ‘Haka’
Know and understand the
origins and meaning of the
‘Haka’
To learn and perform a
group Dance using still
images and a ‘Haka’ motif
1.Watch the video about the
‘Haka’
2.Discuss the meaning and
origins of the ‘Haka’
3.Brainstorm movements
related to rugby, which can be
used as still images
4.Warm up- move around hall
when music stops freeze in a
still image
5.Learn, and perform a rugby
‘Haka’ Dance
a)Practice 4 still images
b)Perform to music
c)Learn the ‘Haka’ motif
d)Teacher teaches a
transition section to link the
Q&A and performance
As per phase 1
Assessment
After performance, watch
each group perform.
Comment on the performance
and how well theme is
communicated. Suggest
improvements
Extension-For a more
able group get students
to compose their own
haka.
'Haka' video, TV and
Video player, Rugby
pictures, CD and CD
player
still images and haka
together.
6. Divide the class in half and
perform as it would be done
at the beginning of a rugby
match facing each other.
(discuss how it should be
performed to communicate
the theme/ facial expressions
etc.)
Phase 3
Overview of
this phase
How will the pupils learn?
e.g. tasks/activities, starters,
plenaries …
Lesson 6
Lesson 6
Compose a motif using 4-8
umpiring signals
Understand how different
levels,
directions
and
speeds can be used in
Dance.
1.Recap work on motifs, and
state objectives
2.Warm up- teacher led warm
up to music and introduction of
some hockey umpiring signals
3.Pupils get into small groups
(give out umpiring cards).
Pupils practice the movements
on the card
4.Each group are given a task
card with variations of speed,
direction and level. Pupils then
select 4-8 signals and create a
motif using the dynamics given
on the card.
5.Perform
and
evaluate.
Discuss how levels, direction
and speed have been used.
To compose
a motif in
small
groups
Begin to
understand
levels,
direction
and timing
How will the learning emerge?
e.g. key questions, assessment
points …
How will this be adjusted?
e.g. support/extension …
Resources
As per other lessons
Resources; Umpiring
signals sheet, task
cards, CD player, CD
(Sporting
anthems
‘match of the day’)
Differentiation by
outcome
Assessment
Discuss how levels direction
and speed have been used
and how it has changed/
developed the motif
More able will make more
developments. Less able
will need ideas from
member of staff.