Dance as Communication & Advocacy
•Year 6
•Dance
•Test audio system before lesson starts
Alternative: Instrumental music with clear 8-count rhythm
Set to appropriate volume for instruction over music
Alternative: Upbeat instrumental music for circuit training
Position for even sound distribution across teaching area
Alternative: Portable speaker with good volume
Mark four circuit stations around teaching area
Alternative: Spots, hoops, or chalk marks
How movements are performed - the quality of movement including speed, force, and flow
The movements that are performed - what the body is doing
Using movement and dynamics to show different personalities or roles
The planning and arrangement of dance movements into sequences
When dancers perform the same movement but start at different times
When all dancers perform the same movement at the same time
Understanding where pupils are coming from and where they're going
Storytelling through non-verbal communication, vocabulary development, giving constructive feedback
Understanding rhythm and timing, working with musical accompaniment, counting beats
Anti-bullying awareness, emotional understanding, empathy development, respectful relationships
Move around space during activities to support all groups, return to central position for instructions
Character differentiation, appropriate dynamics, safe movement, collaborative working, emotional responses
Step in if unsafe movement occurring, if groups struggling with collaboration, if discussion becomes inappropriate
Model all movements with clear, exaggerated dynamics to show contrast between characters, demonstrate appropriate dance vocabulary use in feedback
Large indoor space minimum 12m x 8m, clear of obstacles with safe flooring for controlled floor work
Clean, dry floor suitable for dance movement including controlled falling and sliding actions
Stop activity immediately for any injury, assess situation, provide appropriate first aid or support, contact emergency services if required
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