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The expectations can be summarised as follows: Performing • Move with control, coordination, extension and fluency. • Copy, repeat and remember actions, phrases and dances. 4 • Perform a range of actions. • Use a variety of dynamics. • Use space confidently. • Use expression to communicate meaning. • Show musicality. • Understand and demonstrate safe practice. • Perform with confidence, concentration, focus and projection to a range of audiences. • Perform dances in a range of styles. Composing • Respond imaginatively to a range of stimuli.

The first is a curriculum topic, theme or focus for a particular term or half term. The second source is the children’s needs and interests. You might have noticed, for instance, that children would benefit from developing better spatial awareness, movement memory or cooperation skills. For an experienced dance teacher, these considerations go hand in hand and come naturally. The scheme of work on the web resource provides support if you’re a less experienced teacher, and the overview of the units of work provides an outline for each.

The next decision regards the type of dance, which often relates to the stimulus and theme. It might be narrative (interpreting a story), abstract (a dance inspired by shapes and patterns), comic (a dance inspired by cartoon characters), traditional (a dance exploring folk dance figures and formations) or lyrical (a dance inspired by a piece of music). Or it might relate to a specific dance style such as street dance. Some thought must be given to types of dance so that children will experience a broad and balanced range in the school year and key stage.

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