Dance

National curriculum content

• Develop flexibility, strength, technique, control and balance.
• Perform dances using a range of movement patterns.

Lesson objectives

1. To be inspired by music and different stimuli.
2. To show ideas through dance.
3. To create sections of dance on your own, and in a group.
4. To apply the principles of dance to a routine.
5. To combine movement – keeping to the beat.
6. To perform to an audience.

What we want children to know

• Choreography – planning and arranging the movements and actions that form a dance or part of a dance (a phase).
• Unison – performing the same action at the same time.
• A dance ‘phrase’ is a series of movements that are linked together to form part of the overall choreography of the dance.
• Levels – making use of different levels to create interesting phrases that are relevant to the music and dance.
• Mirroring - one-person moves and another copies the actions as if they were a mirror.
• Performing in character – it is important to act like the characters from the dance. When performing, the aim is to act and move as the character would to tell the story of the dance to an audience. This also includes the use of body language and facial expressions to convey the feelings and emotions of the characters.
• Work well as part of a group – it is important that all the members of each group have an input and are involved in choreographing their phrase.
• Question and answer this is a style of street dance choreography. It involves one group or individual performing a dance phrase - asking a question, and another group or individual performing a dance phrase in response - replying with an answer. This continues with the dance going back and forth between the groups.
• Cooperate with other encourage the pairs to work well together, sharing ideas and both having input into the creation of the dance phrase.
• Evaluation - the children will look at their work and evaluate it within the lesson. It is important they understand this process and the role it plays in allowing them to develop. The children should be encouraged to use dance terminology, this is an opportunity to clarify any terms they are unsure of and provides good literacy links.

What skills we want children to develop

• Continue to develop a broader range of skills and movement patterns, exploring and practicing movement ideas inspired by a stimulus.
• The basic compositional principles when creating dances – combining movements fluently and effectively.
• Perform a range of movements accurately with a sense of rhythm, clarity, and confidence.
• Use imagination to create and structure dance motifs, phases, and sections of dances, developing expressive qualities.
• Explore, improvise, and combine movement ideas fluently and effectively inspired by a stimulus.
• Perform movements to an audience with rhythm and confidence.

Vocabulary

Dance, routine, music, movements, co-ordination, tutting, beat of 8, canon, unison, count, fluency, choreography, performance

Volleyball

National curriculum content

• Play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending.
• Compare their performance with previous ones and demonstrate improvement to achieve their personal best.

Lesson objectives

1. To react quickly to a travelling shuttle.
2. To move feet quickly to get into good positions.
3. To be confident to play different shots.
4. To play shots appropriate to the situation.
5. To play shots accurately.
6. To compete against others knowing when to attack and when to defend.

What we want children to know

• Volleyball is played using the hands and arms to hit the ball over the net to the opponents side of the court.
• There are a variety of different shots, ways to hit the ball, used in volleyball depending on the situation. Some are attacking shots, such as the ‘spike’, some are defensive such as the ‘block’ and others are used to pass the ball such as the ‘bump pass’.
• The ‘Underhand Serve’.
• The ‘Spike’ is also known as a ‘Hit’.
• The ‘Ready Position’ is how they should stand when they know the ball is going to come to them so they are ready to move quickly and get into position to catch/stop/hit the ball successfully.
• ‘Attacking Play’ describes play when a player is attempting to score points.
• Making use of space – when attacking, play shots into the space on the court as this gives the best chance of scoring points.
• Shot variety – thinking about the type of shots to play, how hard to hit the shots, how high to hit them to take best advantage of the situation and space.
• Court Position – it is important to be in a good position to take advantage of a situation and have the best chance of scoring points.
• ‘Defending Play’- describes play when a player is without the ball and trying to stop their opponent from scoring points.
• Court Position – a good court position that gives opponents little space into which they can attack is one the key elements of successful defending.
• Reactions – being ready to move quickly, reacting quickly to shots that have been played will allow you to defend more successfully.

What skills we want children to develop

• Adopt a good ready position on court and show good awareness of others in game situations.
• Apply basic principles suitable for defending. Show good position on court.
• Apply basic principles suitable for attacking, identify spaces and understand the tactic of hitting into gaps.
• Use good footwork that allows the ball to be hit with good technique.
• Participate in competitive games, modified, and adapted where possible.
• Direct the ball towards the opponent’s court or target area.
• Create short warm up routines that follow basic principles e.g. raises body temperature, mobilise joints muscles.
• Identify and evaluate parts of your own game and others, providing feedback.

Vocabulary

Ball flight, ready position, watch the ball, catch, control, throw, ready, watch, hands, aiming, accuracy, power, speed, direction, space, wide, tactics, successful