/ Dance Framework / Second Level / Second Level Tracker
Creates a range of dance sequences including; isolated body movements, jumps, turns and travelling steps.
Demonstrates increased coordination and smooth transitions between steps when performing.
Demonstrates increased balance and control when moving between levels i.e. rise and fall.
Uses cardio vascular warm up routines and stretches to improve stamina, strength and flexibility.
Performs sequences of dance in time with the music.
Performs movements with confidence and sense of self expression.
Discusses feelings in response to a stimulus e.g. music, picture, story, news article or object.
Uses ideas generated from a stimulus to inform creative movement choices e.g. pupils may choose to represent a tornado through an elevated turn with both arms reaching upwards.
Works in groups to select and sequence a range of movements from their repertoire to music or a rhythm.
Explores a range of spatial elements, e.g. levels/formations/direction and shape.
Rehearses, refines and performs an original dance piece inspired by a stimulus.
Justifies creative choices using dance vocabulary, e.g. we used canon to represent the destruction as the tornado moved through the town.
Participates in a range of dance workshops, e.g. Jazz, Contemporary, Hip Hop, Bollywood etc.
Demonstrates understanding of the key features of a range of styles and cultures including; the origin, music, key steps, performance style and costume, e.g. Jazz: Up tempo music/strong, sharp movements/ kicks and step ball change/ high energy performance/leotards.
Can watch and respond to performances of increasing length and listens appropriately to the views of others.
Evaluates their own and others performance skill (concentration, confidence, timing and self-expression).
Can provide constructive feedback that enables improvement.
Justifies their response and incorporates dance vocabulary, e.g. they performed the correct choreography in time with the music/ they showed good flexibility when performing the kick.
Can justify and comment on creative choices using dance vocabulary, e.g. I like how they used solo to show that the character was lonely and then a duet to represent the friend supporting them.
Participate in a dance performance to the class, school, parents or in the community.
Develop performance techniques, for example: confidence, concentration and follow a leader.
Experience live performance as an audience member e.g. at other class performances, visiting dance group performances and visits to theatres.
Watch and concentrate on a performances of increasing length.
Celebrate the achievement of others at a performance appropriately.
