Welcome to the Moving Bodies Dance Program!

This resource pack is for you and your students to utilise throughout the term and can be included in yourprogramming.

Program OutlineThe program outline lists the activities that your students will cover during the term.

ProgrammingIn order to provide higher quality instructions to your students, Moving Bodies has aligned all programs to the currentPD/H/PE Syllabus. A copy of this programming will be emailed to your school. Please ensure you obtain a copy for yourprogramming.Our dance program covers the relevant outcomes from the Dance and Creative Dance Syllabus.

Record SheetThe Instructor will update a record sheet each week with the activities your students attempted. You will be given this at theend of the term for your records. The copy of the record sheet in your programming pack, is for you to give to the studentsso they can mark off all activities attempted during the term – great for the parents to see what they are covering in theirlessons with us. They can use the updated record sheet completed by Moving Bodies as a reference.

Assessing StudentsIn order to assist you with reports, for all programs that are 8 weeks or more in duration, the Moving Bodies Instructors willassess each child in your class. Students will obtain a ‘Working Towards’ (E), ‘Skill Achieved’ (C-D) or ‘Working Beyond’ (A-B)grade in each area of the assessment. Each child will receive a certificate outlining their achievements at the conclusion ofthe program. This will be a beneficial way to follow children’s progress in their Physical Education lessons with MovingBodies.

Assessment ResultsThese are being recorded on your class list. You will receive a copy of the assessment results at the completion of the term.If your reports are due before the end of the term, feel free to ask the instructors for a copy. Please be aware that themarking may not be compete at this time, however it will assist you with your reports and how your students are performing.

Fun Activity SheetA fun revision of the program! These can be used during class time and also for students that can not patriciate during thelesson.

Involvement and FeedbackThe Department of Education requires you to be present, at all times, whilst your class is participating in our lessons.We welcome your assistance during our lessons along with your feedback at any time.

Demonstrate an understanding of movements skills, concepts and strategies to respond confidently, competently and creatively in a variety of physical activity contexts.

PD3-4 Adapts movement skills in a variety of physical activity contexts.

PD3-5 Proposes, applies and assesses solutions to movement challenges.

Move with confidence, competence and creativity within and across various physical activity contexts.

PD3-11 Selects, manipulates and modifies movement skills and concepts to effectively create and perform movement sequences.

How can we adapt and perform movement skills in different situations?

Perform and refine movement skills to a variety of situations. Example:➢ Adapt movement skills to perform own or set movement sequences with

consistency. S M➢ Use feedback to modify and adapt performance as a result of practice, peer and

self-assessment. E.g. video recording to provide feedback on performance. S M

Practice specialized movement skills and apply them in a variety of movement sequences and situations. Example:➢ Perform physical activities that involve a transition from one skill to another. E.g.

from dribbling to shooting, leaping to balancing, running and passing, running to kicking. M

Manipulate and modify elements of space, time, objects, effort and people to perform movement sequences. Example:➢ Create a movement sequence that demonstrates variations in flow and levels

and involves individuals moving together in time. M➢ Appraise the quality of movement in order to modify and improve performance.

M

How can we work with others to build positive relationships during physical activity?

Participate positively in groups and teams by encouraging others and negotiating rules and responsibilities. Example:➢ Respond appropriately to others when working in small groups on movement

tasks or challenges. I M➢ Perform in ways that enhance the contribution of self and others in a range of

cooperative situations. I M

OBJECTIVE OUTCOMES

KEY INQUIRY QUESTIONS CONTENT

Dance Program – Stage 3Movement Skill & Performance in Dance

During the lesson…The Department of Education requires you to be present during lessons and assist with the following:

Supervise Activities Often we will ask you to supervise a particular activity or group.

Class Control Please assist with this & individual discipline.

Reinforcement Gentle reinforcement of our teaching points.

Positive Feedback We give positive feedback on a continual basis throughout the lesson, so your input to maintain a positive learning environment is always welcome.

Feel free to join in and have fun!

Dances Non-Locomotor Skills Locomotor Skills

❑ Jazz dance❑ Hip hop dance❑ Social dance❑ Tribal dance❑ Contemporary dance❑ Partner dance

❑ Isolating body parts❑ Using opposite arm to leg❑ Twisting/bending❑ Bouncing/hitting❑ Extending/swaying❑ Pushes/punches❑ Popping/locking❑ Standing in positions: first,

second & parallel ❑ Movements with one foot

remaining on the spot❑ Transferring weight❑ Jumps❑ Fitness movements on the

spot❑ Follow the leader in lines

on the spot

❑ Kicks❑ Jump sequence❑ Front and side gallops❑ Running leaps❑ Turn preparations❑ Twisting grapevine❑ Sliding/gliding❑ Hip hop walks

Extension Activities:

❑ Front gallops changing feet with opposite arm to leg

❑ Gallop step leap sequence❑ Turns (no preparation)

Stage ThreeDance Record Sheet -Your Moving Bodies Instructors will mark the record sheet and provide a copy to you at the end of the term.

Elements of Dance

❑ Individual work❑ Partner work❑ Group work

Time:

❑ Music/beat patterns❑ Simple rhythmic patterns❑ Speed: half, single and

double time❑ Unison/cannons

Dynamics:

❑ Use of energy: strong/sharp

❑ Use of force & weight: light/heaving

Space:

❑ Changing levels: high, mid & low

❑ Size/shape❑ Explores

direction/pathways❑ Personal & group space❑ Stands & changes group

formations/positions

Composition

❑ Improvisation ❑ Repetition of movement

patterns/sequences❑ Simple combinations of

non-locomotor skills❑ Simple combinations of

locomotor skills❑ Developing sequences

involving non-locomotor & locomotor movements

❑ Create movements to match music

❑ Develop stories/themes for routines

❑ Expresses & explores emotions to display a particular character/theme

❑ Performs to an audience

Games/Activities

❑ Alphabet game❑ Fitness corners❑ Back to back activity❑ Work as a partner/group to

add moves to an existing routine & perform together

Stage Three

Activity Sheet 1

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Complete the Moving Bodies Crossword below:

1. A travelling jump with straight legs2. Dancing in front of a group3. The Macarena and Nutbush are types of ________ dance4. Travelling sideways repeating “step in front, step behind” 5. To spring into the air6. To rotate/spin

1

3

2

4

5

6

List 2 important things to remember for the following skills:

Kicks:1)2)

Turns:1)2)

Stage Three

Activity Sheet 2

Stage Three

Answer Sheet 1

Complete the Moving Bodies Crossword below:

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e

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f r

s o c i a l

r p

j u m p e

a v

t u r n i

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e e

1 2

3

5

4

6

1. A travelling jump with straight legs2. Dancing in front of a group3. The Macarena and Nutbush are types of ________ dance4. Travelling sideways repeating “step in front, step behind” 5. To spring into the air6. To rotate/spin

List 2 important things to remember for the following skills:

Kicks:1) Straight arms and legs 3) Step in time with the music2) Tall back 4) Heel always stays on the ground

Turns:1) Turn quickly on toes 3) When legs step out, arms open out straight2) When legs are together, arms are in 4) Look the direction you are travelling (spotting)