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Unit Outline
Year 1 – Myself
Learning Outcomes Key Skills
Activities Resources
By the end of this unit, pupils should be able to :
1. Explore and Perform movements forward/back/high/low using hands , arms,legs, feet and body
2. Describe and explore basic/range body actions
3. Remember and repeat short dance phrases/ movements
4. Choose different movements
5. Talk about what they and others have done
6. Select and link 3/6 body movements together showing change of direction and level
7. Understand the need to warm up and cool down when doing an activity.
Lesson 1Arm movementsLesson 2Hand movements Lesson 3Leg movementsLesson 4Feet and leg movements to percussionLesson 5Body movementsLesson 6Conclusion and evaluation
Music – see CDPercussion instrumentsPictures of hand, arm, leg and feet movementsPupil evaluation formsTeacher evaluation prompt sheet
Journeys Year 1 Learning IntentionsExplore a range of actions in response to a simple taskChoose movements using arm actions
WARM UP
Head ,shoulders, knees and toes song
Equipment MusicWord cards PicturesPercussion instrument
COOL DOWNLie in a space on your back tense different parts of the body and relax
Task 1 - Recap Move your arms in response to the action words overleaf
Task 2 - Explore
Find different ways of moving your arms making different shapes
Teaching Points
Try forwards, sideways, backwards. high, low, fast slow
Task 3 - Create
Choose 3/6 arm movements to make up a sequence
Teaching Points
Try forwards, sideways, backwards. high, low, fast slow. Think of a beginning and ending.
Year 1 – Myself– lesson 1- Arms
Task 4 – Perform
You are about to perform in the Millennium centre As a class perform 3/6 movements you have created
Teaching Points
Make sure there is a beginning and end.
Task 5 - EvaluateThe teacher identifies the ‘wow’ factor of the sequence and the high/low movements & fast/slow movements.
Key words / word bank lesson 1
Swinging, flicking, throwing,
twisting, waving,stillness/ freeze
changes of direction, twisted, crossing, circlingwide, narrow, tall, spiky ,high, low, changes of shape
speedily, carefully, cautiously, excitedly,
Slowly,quickly
Observation
HRE
Understand the need to warm up and cool down when doing an activity.
Key Skills
ACTION WORDSDYNAMIC WORDS
SPACE
•Are you in a space?•How many different ways did you find of moving your arms•What different directions did you go in?•Which movements wereHigh/low, fast/slow?
Journeys Year 1- Lesson 2 Learning Intentions:Explore and Perform movements forward/back/high/low using hands and armsDescribe and explore basic/range body actions
WARM UP•I have a body song•Head shoulders knees and toes
Equipment PicturesVideo of Indian dances
COOL DOWNLie in a space on your back tense different parts of the body and relaxMusic –
Track 4 or5
Task 1 - Recap - Recap
The sequence of arm movements that you did last week
Teaching Points - Don’t forget forwards, sideways, backwards.high,low,fast slow
Task 2 - Explore – Explore
Look at the video of Indian dancers .Look at your hands and fingers what can they do? Describe them. Write them down
Teaching Points – are the movements fast ,slow ,straight, bent
Task 3 - Create – Put 3/6 hand movements together and then repeat your arm movements. teach it to your partner
Teaching Points – don’t forget different directions and speed.
Task 4 - Perform –
In pairs perform the hand and arm sequence to another pair.
Teaching Points – look at the floor patterns and then at the different moods and draw them.
Year 1 – Myself– lesson 2- Hands
Task 5 – EvaluateTeacher led questioning. Teacher models feedback process with a pair of pupils using the questions overleaf.
Key words / word bank lesson 2
Swinging, flicking, throwing, clapping
twisting, waving,pointing stillness/ freeze
galloping
changes of direction, twisted, crossing,circlingwide,narrow,tall, spiky ,high,low changes of shape
speedily, carefully, cautiously, excitedly,
Slowly
Observation
HRE
Understand the need to warm up and good posture
Key Skills
ACTION WORDSDYNAMIC WORDS
SPACE
•Did you see any high movements?•What different directions did you go in?•Get some pupils to demonstrate good Practice.•Did the pair answer the task? •What was wow about it ?•Suggest 1 thing they could improve on.
Learning Intentions:Explore and Perform movements using legs concentrating on forward/back/high/low and flow.
WARM UP•I have a body song•Head shoulders knees and toes
EquipmentPercussion instruments
Pictures of leg actions
COOL DOWN/CONCLUSION
Try to improve your sequence taking into account the point made through the demonstration
Task 1 – RecapRepeat your hand and arm movements and put the percussion with it
Teaching PointsRemember different directions and levels
Task 2 – ExploreWhat kind of actions do we do with our legs? Try out different ways of moving your legs.
Teaching PointsKeep reminding the pupils of the words. Use the words overleaf & write down the ones the children have suggested
Task 3 - Create A sequence of 3/6 movements using legs, making them go high, in the middle and low
Teaching PointsDemonstrate good practice where pupils are performing good quality leg actions – Whats good about it? Do the actions flow
Task 4 – PerformThe arm & hand movements in pairs then their 3/6 leg movements .
Teaching PointsDemonstrate good practice where pupils are performing good quality leg actions – Whats good about it? Do the actions flow
Year 1 – Myself– lesson 3 -Legs
Task 5 - EvaluateTeacher led using the questions overleaf
Key words / word bank lesson 3
Skipping, bending,stretching
hopping, swinging,Kicking, leaping, stillness/ freeze
weaving pathways, changes of direction,
twisted, Shapes, wide, narrow, tall, spiky
speedily, carefully, cautiously, excitedly,
Observation
•Whats good about it?
•Do the actions flow
•What movements did they choose?
•What high/medium/low actions were there?
HREUnderstand the need to have good posture when taking part in an activity.
ACTION WORDSDYNAMIC WORDS
SPACE
Key Skills
Learning IntentionsRemember and repeat short dance phrases/ movementsChoose different movements Talk about what they and others have done
WARM UP•Simon Says•Feet poem 1 and 2
EquipmentPercussion instrumentsFeet action wordsPoems
COOL DOWNThink of a way you could improve your sequence for next time and share it with your partner and/or teacher.
Task 1 – RecapIn pairs take a percussion instrument that will go with your partners feet sequence. Repeat your hand , arm and leg movements and put the percussion with it.
Teaching PointsRemember different directions and levels
Task 2 – ExploreRead the feet poems again and get the children to mimic the actions in the poem. Now try out different feet movements
Teaching Points Go in different directions Do some on the spot and some mo
Task 3 - Create Link 3/6 feet movements together
Teaching PointsChange direction and make it flow
Task 4 – PerformYour 3/6 feet movements
Then put all sequence completed so far together:-
• the arm & hand movements in pairs
• their 3/6 leg and feet movements .
Teaching PointsChange direction and make it flow
Year 1 – Myself– lesson 4- Feet
Task 5 - EvaluateTeacher led questioning. Followed by pair of pupils evaluation each other using the questions overleaf
Key words / word bank lesson 4
skipping,stepping, dashing, tapping, stamping,tiptoeing leaping,hopping,wiggling stillness/ freeze
weaving pathways, changes of direction,
circling body shapes: twisted, wide, narrow, tall, spiky
speedily, carefully, cautiously, excitedly,Slowly
Observation
•What movements did they choose?
•What direction did they go in?
•Which actions flowed?
•What was the wow part of the sequence?
•Describe a part where they could change direction more easily.
HREDescribe the changes to breathing when doing an activity.
ACTION WORDSDYNAMIC WORDS
SPACE
Key Skills
Journeys Year 1 Learning IntentionsSelect and link 3/6 body movements together showing change of direction and levelRemember and repeat short phrases
WARM UP•I have a body song•Loud and soft poem
Equipment Loud & soft poemBody songPaper & pen
COOL DOWN
Lie in a space on your back tense different parts of the body and relax
Task 1 - RecapIn pairs take a percussion instrument that will go with your partners feet and leg sequence from last week. Repeat your hand , arm leg and feet movements and put the percussion with it.
Teaching PointsMake it flow and change direction
Task 2 – ExploreRecap on the body song and Loud and soft poem and discuss what whole body movements were made. Write down all the movement the children can think of. Now try out all those different whole body movements
Teaching PointsThink about high ,medium and low actions and changes in direction.
Task 3 – CreateChoose 3/6 body movements
Teaching Points
Think about high ,medium and low
actions and changes in direction.
Year 1 – Myself– lesson 5- Whole Body
Task 4 – Perform
Your 3/6 body movements Then put all sequence completed so far together:-•the arm & hand movements in pairs • their 3/6 leg and feet movements
Teaching PointsThink about high ,medium and low actions and changes in direction.
Task 5 - EvaluateTeacher led questioning. Demonstration of good practice. Use the questions overleaf
Key words / word bank lesson 5
Twisting,turning,Rocking,stretching,curling,jumping,
exploding
changes of direction, body shapes: twisted,
wide, narrow, tall, spiky
speedily, carefully,
excitedly, quickly,Slowly
Observation
HRETalk about the changes that happen to the body as they exercise.
ACTION WORDS
DYNAMIC WORDS
SPACE
Key Skills
•What movements did they choose?•What direction did they go in?•Were there changes in level?•Where could they change level more easily?
Journeys Year 1 Learning Intentionsperform all the sequences of movement done in the unit showing level, change of direction and flow.Talk about what they and others have done
WARM UPSimon says I have a body song
EquipmentPercussion instrumentsEvaluation formsAssessment form
COOL DOWNDiscuss the sequences of movenments evaluation form to be filled.
Task 1 – RecapIn pairs take a percussion instrument that will go with your partners sequence from last week. Repeat your hand , arm
leg, feet and body movements and put the percussion with the arm and hand movements.
Teaching Points Think about high ,medium and low actions, changes in direction and make it flow.
Year 1 – Myself– lesson 6
Task 2 – PerformPerform the dance you have created
Teaching PointsThink about what we discussed about how to improve the dance last week and try and put it into your dance this week
Task 3 - EvaluateIn pairs watch another pair perform and answer some/all of the questions overleaf
Task 4- PerformPerform the movement sequence again using the evaluation you have just had to improve your performance
Task 5 - EvaluateComplete evaluation form & assess the pupils.
Key words / word bank lesson 6
skipping, stepping, dashing, rolling, creeping, crawling, leaping, stillness/ freeze
weaving pathways, changes of direction,
meandering, body shapes: twisted,
wide, narrow, tall, spiky
speedily, carefully, cautiously, excitedly, fearfully,
Observation Teacher observation or video the pupils performing and ask the following questions:-•What direction did they go in?•Were there changes in level?•Did it flow? •Did the movements match the rhythm from the percussion instrument?•What was you favourite part? Why?
HREUnderstand the need to have good posture when taking part in an activity.
Key Skills
ACTION WORDSDYNAMIC WORDS
SPACE
Evaluation Sheet
My favourite part of the dance is I am good at
Using spaceChanging levels
Working with a partner
Changing direction
Next time I will _____________________________________________ better.
Link 3/6 moves together Talk about my work Change direction Change shapes
Making things flow
Arms
Hands
Legs and Feet
FEET 1
Busy feet, happy dancing feetSlow, quiet, gentle feet,Smoothly moving up and down,Going everywhere.Strong, steady, determined feet,Silent feet, noisy feet,Feet are prancing, pattering, springingGoing everywhere.
FEET 2
Happy, happy tapping feet,busy, busy dizzy feet.Feet that stride, hop and jump,Feet that slide, stroke and glide,Skipping feet, tripping feet.Angry, stamping, thumping feet.Slow and lazy, languid feet.Cautious feet, careful feet,Tired and weary, aching feet
Other useful poems HOP A LITTLE
Hop a little, jump a little,One, two, three.
Run a little, skip a little,Tap one knee.
Bend a little, stretch a little,Nod your head.
Yawn a little, sleep a littleIn your bed
LOUD AND SOFT
Clap, clap, clap, clap,Clap your hands and twist them
round.Tap, tap, tap, tap,
Tap them gently on the ground. Stamp, stamp, stamp, stamp,
Stamp your feet with all your might. Tap, tap, tap, tap,
Tap your toes so soft and light.Rock, rock, rock, rock,
Now its time to go to bed.Hush, hush, hush, hush
Shut your eyes you sleepy head