Choreographing Sasa Dance

Overview

In this 60-minute session designed for Years 3-6, students will collaboratively create and perform a simple Samoan Sasa dance routine. This lesson aligns with the New Zealand Curriculum Expectations for Health and Physical Education, fostering social collaboration, cultural appreciation, and movement skills.

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Learning Objectives (Aligned to the New Zealand Curriculum - Health and Physical Education)

• WALT: We Are Learning To choreograph a group Sasa routine.
• Develop group collaboration and communication skills (Relating to Others competency).
• Improve body coordination, timing, and synchronization through dance (Movement Competency - Demonstrate confidence and control in movement).
• Deepen understanding of cultural practices through dance in a respectful and inclusive manner (Value Diversity).
• Plan and perform a sequence of movements collaboratively (Managing Self and Participating and Contributing).

Relevant Achievement Objectives:

• Movement Concepts and Motor Skills (Years 3-6):
  Select, practise and perform movement skills in different physical activity contexts.
• Relationships with Other Students
  Participate actively in a variety of group activities, recognising feelings and valuing others’ contributions.
• Learn about cultural practices that affect wellbeing
  Acknowledging the role of cultural identity in personal and group wellbeing.

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Success Criteria

1. Students contribute ideas and listen to others to collaboratively create a cohesive Sasa routine.
2. Students demonstrate clear timing and synchronization in their group performance, showing awareness of rhythm and the movements learned.
3. Groups incorporate at least one personal or cultural element into their choreography (extension).
4. Students reflect on their teamwork and performance as part of the learning process.

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Lesson Structure (60 minutes for 35 students)

Time	Activity	Description	Differentiation
0-10 min	Warm-up & Recap	Warm-up with simple physical movements. Quick review of key Sasa movements learned in previous lessons.	Use visual and verbal cues; repeat steps for clarity.
10-15 min	Group Formation & Explanation	Divide class into groups of 5-6. Explain the choreographing task and success criteria.	Provide routine templates or flowcharts for groups needing structure.
15-30 min	Collaborative Choreography	Groups collaboratively create a sequence using learned movements. Encourage creativity and timing.	Support groups with scaffolding sheets showing step examples.
30-45 min	Practice & Refinement	Groups practise their Sasa routine with focus on timing and teamwork. Teacher circulates to assist.	Use peer coaching; provide extra scaffolding for students needing more support.
45-55 min	Group Performances & Peer Feedback	Groups perform their routines for the class. After each, brief peer feedback highlighting timing & cohesion.	Encourage positive, constructive comments suitable for diverse learners.
55-60 min	Reflection & Cool-down	Group discussion: What went well? What could be improved? Highlight cultural learning.	Use sentence starters or reflection prompts for those needing help to express ideas.

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Teaching & Learning Resources

• Visual aids of Sasa movements (posters/videos).
• Choreography planning templates with simple diagrams.
• Space for group rehearsals.
• Sound system for playing traditional Samoan music.

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Differentiation Strategies

• For diverse learners:
  • Provide easy-to-follow movement cards or video replays.
  • Allow students to choose roles within groups (leader, timekeeper, performer).
  • Use peer support and buddy systems.
  • Visual organisers to sequence choreography steps clearly.
• For English Language Learners:
  • Use Māori or Samoan bilingual terms for movements.
  • Demonstrate movements non-verbally alongside verbal instructions.
• For students requiring extension:
  • Encourage adding personal or cultural expression to choreography, like gestures or storytelling elements that reflect their own background or experiences.
  • Explore rhythms and incorporate dynamics into their routine.

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Assessment

• Ongoing formative assessment: Observe group collaboration, decision-making, and movement confidence.
• Success criteria checklist: Use to assess how well groups meet choreography, timing, and synchronization goals.
• Peer feedback: Encourages self- and group-assessment.
• Reflection: End-of-lesson discussion supported by teacher questioning to assess awareness of cultural relevance and group process.

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Alignment to New Zealand Curriculum Key Competencies

• Managing Self: Students manage their own learning and participation in group tasks.
• Relating to Others: Collaboration, resolving differences, and valuing contributions.
• Participating and Contributing: Being actively involved in group work and cultural learning.

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Cultural and Curriculum Integration

This lesson respects and integrates Pasifika culture by exploring the Samoan Sasa dance, increasing intercultural understanding and contributing to students' identity and participation in a diverse Aotearoa New Zealand society. It aligns with the curriculum’s principles of inclusion and cultural diversity, supporting both wellbeing and physical education learning areas .

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Would you like me to also provide specific templates and scaffolds for the choreography planning?