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Unit Outline Year 1 – Myself

Unit Outline Year 1 – Myself. Year 1 – Myself – lesson 1 - Arms. Journeys Year 1. Learning Intentions Explore a range of actions in response to a simple task Choose movements using arm actions. Task 1 - Recap Move your arms in response to the action words overleaf. Task 2 - Explore

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Unit Outline Year 1 – Myself

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  1. Unit Outline Year 1 – Myself

  2. Year 1 – Myself– lesson 1- Arms Journeys Year 1 • Learning Intentions • Explore a range of actions in response to a simple task • Choose movements using arm actions 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 • WARM UP • Head ,shoulders, knees and toes song • Equipment • Music • Word cards • Pictures • Percussion instrument • COOL DOWN • Lie in a space on your back tense different parts of the body and relax 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 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. Task 5 - Evaluate The teacher identifies the ‘wow’ factor of the sequence and the high/low movements & fast/slow movements.

  3. Observation Key words / word bank lesson 1 • •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 were • High/low, fast/slow? speedily, carefully, cautiously, excitedly, Slowly, quickly DYNAMIC WORDS Swinging, flicking, throwing, twisting, waving, stillness/ freeze ACTION WORDS HRE Understand the need to warm up and cool down when doing an activity. Key Skills changes of direction, twisted, crossing, circling wide, narrow, tall, spiky , high, low, changes of shape SPACE

  4. Year 1 – Myself– lesson 2- Hands Journeys Year 1- Lesson 2 • Learning Intentions: • Explore and Perform movements forward/back/high/low using hands and arms • Describe and explore basic/range body actions • WARM UP • I have a body song • Head shoulders knees and toes • Equipment • Pictures • Video of Indian dances • COOL DOWN • Lie in a space on your back tense different parts of the body and relaxMusic – Track 4 or5 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 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 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. Task 5 – Evaluate Teacher led questioning. Teacher models feedback process with a pair of pupils using the questions overleaf.

  5. Observation Key words / word bank lesson 2 • •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. Swinging, flicking, throwing, clapping twisting, waving,pointing stillness/ freeze galloping speedily, carefully, cautiously, excitedly, Slowly DYNAMIC WORDS ACTION WORDS HRE Understand the need to warm up and good posture Key Skills changes of direction, twisted, crossing,circling wide,narrow,tall, spiky , high,low changes of shape SPACE

  6. Year 1 – Myself– lesson 3 -Legs • 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 • Equipment • Percussion instruments • Pictures of leg actions • COOL DOWN/ • CONCLUSION • Try to improve your sequence taking into account the point made through the demonstration Task 1 – Recap Repeat your hand and arm movements and put the percussion with it Teaching Points Remember different directions and levels Task 2 – Explore What kind of actions do we do with our legs? Try out different ways of moving your legs. Teaching Points Keep 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 Points Demonstrate good practice where pupils are performing good quality leg actions – Whats good about it? Do the actions flow Task 4 – Perform The arm & hand movements in pairs then their 3/6 leg movements . Teaching Points Demonstrate good practice where pupils are performing good quality leg actions – Whats good about it? Do the actions flow Task 5 - Evaluate Teacher led using the questions overleaf

  7. Observation • Whats good about it? • Do the actions flow • What movements did they choose? • What high/medium/low actions were there? Key words / word bank lesson 3 speedily, carefully, cautiously, excitedly, DYNAMIC WORDS Skipping, bending, stretching hopping, swinging, Kicking, leaping, stillness/ freeze ACTION WORDS weaving pathways, changes of direction, twisted,Shapes, wide, narrow, tall, spiky HRE Understand the need to have good posture when taking part in an activity. SPACE Key Skills

  8. Year 1 – Myself– lesson 4- Feet • Learning Intentions • Remember and repeat short dance phrases/ movements • Choose different movements • Talk about what they and others have done Task 1 – Recap In 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 Points Remember different directions and levels Task 2 – Explore Read 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 • WARM UP • Simon Says • Feet poem 1 and 2 • Equipment • Percussion instruments • Feet action words • Poems • COOL DOWN • Think of a way you could improve your sequence for next time and share it with your partner and/or teacher. • Task 4 – Perform • Your 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 Points • Change direction and make it flow Task 3 - Create Link 3/6 feet movements together Teaching Points Change direction and make it flow Task 5 - Evaluate Teacher led questioning. Followed by pair of pupils evaluation each other using the questions overleaf

  9. 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. Key words / word bank lesson 4 speedily, carefully, cautiously, excitedly, Slowly DYNAMIC WORDS skipping,stepping, dashing, tapping, stamping,tiptoeing leaping,hopping, wiggling stillness/ freeze ACTION WORDS weaving pathways, changes of direction, circling body shapes: twisted, wide, narrow, tall, spiky HRE Describe the changes to breathing when doing an activity. SPACE Key Skills

  10. Year 1 – Myself– lesson 5- Whole Body Journeys Year 1 • Learning Intentions • Select and link 3/6 body movements together showing change of direction and level • Remember and repeat short phrases • WARM UP • I have a body song • Loud and soft poem • Equipment • Loud & soft poem • Body song • Paper & pen • COOL DOWN • Lie in a space on your back tense different parts of the body and relax Task 2 – Explore Recap 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 Points Think about high ,medium and low actions and changes in direction. Task 1 - Recap In 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 Points Make it flow and change direction Task 3 – Create Choose 3/6 body movements Teaching Points Think about high ,medium and low actions and changes in direction. • 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 Points • Think about high ,medium and low actions and changes in direction. Task 5 - Evaluate Teacher led questioning. Demonstration of good practice. Use the questions overleaf

  11. Observation Key words / word bank lesson 5 • What movements did they choose? • What direction did they go in? • Were there changes in level? • Where could they change level more easily? Twisting,turning, Rocking,stretching,curling,jumping, exploding ACTION WORDS speedily, carefully, excitedly, quickly, Slowly DYNAMIC WORDS changes of direction, body shapes: twisted, wide, narrow, tall, spiky SPACE HRE Talk about the changes that happen to the body as they exercise. Key Skills

  12. Year 1 – Myself– lesson 6 Journeys Year 1 • Learning Intentions • perform all the sequences of movement done in the unit showing level, change of direction and flow. • Talk about what they and others have done Task 1 – Recap In 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 putthe percussion with the arm and hand movements. Teaching Points Think about high ,medium and low actions, changes in direction and make it flow. Task 2 – Perform Perform the dance you have created Teaching Points Think about what we discussed about how to improve the dance last week and try and put it into your dance this week WARM UP Simon says I have a body song Equipment Percussion instruments Evaluation forms Assessment form COOL DOWN Discuss the sequences of movenments evaluation form to be filled. Task 3 - Evaluate In pairs watch another pair perform and answer some/all of the questions overleaf Task 4- Perform Perform the movement sequence again using the evaluation you have just had to improve your performance Task 5 - Evaluate Complete evaluation form & assess the pupils.

  13. 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? Key words / word bank lesson 6 speedily, carefully, cautiously, excitedly, fearfully, DYNAMIC WORDS skipping, stepping, dashing, rolling, creeping, crawling, leaping, stillness/ freeze ACTION WORDS weaving pathways, changes of direction, meandering, body shapes: twisted, wide, narrow, tall, spiky SPACE HRE Understand the need to have good posture when taking part in an activity. Key Skills

  14. Myself Evaluation Sheet My favourite part of the dance is I am good at Changing levels Using space Working with a partner Changing direction Making things flow Next time I will _____________________________________________ better. Link 3/6 moves together Talk about my work Change direction Change shapes

  15. Examples of Pathways

  16. Arms

  17. Hands

  18. Legs and Feet

  19. FEET 1 Busy feet, happy dancing feet Slow, quiet, gentle feet, Smoothly moving up and down, Going everywhere. Strong, steady, determined feet, Silent feet, noisy feet, Feet are prancing, pattering, springing Going everywhere.

  20. 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

  21. 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 little In 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

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