P.E. Dance - Progression of Skills
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Year 1 |
Year 2 |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
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Development of skills |
Respond to a range of stimuli, including music and exploring movements. Exploring space, direction and speed moving confidently and safely. |
To explore and explain how to transition and link shapes , balances and dance movements. |
To move with rhythm to a piece of music, both independently and collaboratively. |
To use different compositional ideas within a routine. |
To create longer and more complex sequences. To perform different styles of dance fluently and clearly. |
To develop more complex compositional ideas. |
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Applying skills, tactics and ideas. |
Compose shorts sequences, including patterns of movement, mirroring and show elements of rhythmic qualities. |
Perform basic actions collaboratively and independently with control consistently at different speeds and levels.
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Use basic compositional ideas to improve sequence work. Consolidate and improve the quality of movements. |
Practise and apply a range of formations and start positions within a routine. Use a variety of poses confidently. |
Begin to take the lead in a routine. Include, space, rhythm and expression in a routine. |
Incorporate motifs into individual, pair and group routines. Be confident and explore different styles of dance. |
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Evaluation and self assessment of performance. |
Discuss different stimuli, individually and collectively. Describe movements and sequences. |
Compare ideas and feelings that are expressed through dance. Adapt sequences. |
Discuss how group performances can be improved. Consider how a piece of music can be interpreted in a dance. |
Consider how a dance has clear parts. Improvise in part of a routine and discuss how this can be improved.
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Compare performances and judge strengths and areas for improvement. Select a component that can be improved on an individual basis. |
Accurately and confidently judge performances. Use the correct terminology when describing a performance. |
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Understanding of fitness and health. |
Describe how their body feels before and after periods of movement. |
Understand the importance of warming up and cooling down. Recognise the different affects the speed of a dance can have on the body. |
To know why warm ups and cool downs are important and to take part in these confidently. |
Begin to consider individual warm ups and cool downs and be able to describe why they are being done. |
Conduct individual warm ups and cool downs. Consolidate knowledge of the importance of warm ups and cool downs. |
Appreciate the health benefits that dance may bring and the physical effects it has upon the body. |
Development of Skills
Year 1:
Respond to a range of stimuli, including music and exploring movements.
Exploring space, direction and speed moving confidently and safely.
Year 2:
To explore and explain how to transition and link shapes , balances and dance movements.
Year 3:
To move with rhythm to a piece of music, both independently and collaboratively.
Year 4:
To use different compositional ideas within a routine.
Year 5:
To create longer and more complex sequences.
To perform different styles of dance fluently and clearly.
Year 6:
To develop more complex compositional ideas.
Applying skills, tactics and ideas.
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Year 1 Compose shorts sequences, including patterns of movement, mirroring and show elements of rhythmic qualities. |
Perform basic actions collaboratively and independently with control consistently at different speeds and levels.
|
Use basic compositional ideas to improve sequence work. Consolidate and improve the quality of movements. |
Practise and apply a range of formations and start positions within a routine. Use a variety of poses confidently. |
Begin to take the lead in a routine. Include, space, rhythm and expression in a routine. |
Incorporate motifs into individual, pair and group routines. Be confident and explore different styles of dance. |
Year 1
Compose shorts sequences, including patterns of movement, mirroring and show elements of rhythmic qualities.
Year 2
Perform basic actions collaboratively and independently with control consistently at different speeds and levels.
Year 3
Use basic compositional ideas to improve sequence work.
Consolidate and improve the quality of movements
Year 4
Practise and apply a range of formations and start positions within a routine.
Use a variety of poses confidently
Year 5
Begin to take the lead in a routine.
Include, space, rhythm and expression in a routine.
Year 6
Incorporate motifs into individual, pair and group routines.
Be confident and explore different styles of dance.