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