Dynamic Dance Journey

Lesson Specification

Subject: Physical Education (Dance)
Year Group: Year 11
Duration: 60 minutes
Class Size: 30 students
Curriculum Area: Key Stage 4 Physical Education, Dance (Creative and Physical Performance), aligned with the National Curriculum's focus on "performing dances using advanced techniques within a range of dance styles and forms".

General Goal: This is the culmination of a four-week dance module. By the end of this lesson, students will collaboratively choreograph, rehearse, and perform a group contemporary dance sequence, synthesising the skills they have developed. Pupils will also reflect on their performances and celebrate the progress they have made.

Teaching Styles: Command (structured delivery of warm-up and technique focus led by the teacher) and Inclusion (pupil-led choreography and adaptations to accommodate individual needs).

Accessibility Consideration: Ensure a supportive and inclusive environment for a visually impaired pupil by offering physical guidance, clear spatial cues, descriptive instructions, and opportunities for peer support.

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Lesson Objectives

By the end of the lesson, students will:

1. Execute warm-up and cool-down sequences with awareness of safe dance practice.
2. Apply advanced contemporary dance techniques, including performance quality and expressive movement.
3. Collaboratively choreograph a short dance routine, showcasing creativity, storytelling, and technical precision.
4. Reflect on their progress and offer constructive feedback to peers based on performance observation.

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Equipment Needed

• Speaker and pre-selected music (spanning diverse emotions/tempos for creative exploration)
• Large, clear floor space (e.g., school hall or gymnasium)
• Coloured gym mats or tactile floor markers to support directional guidance for the visually impaired pupil
• Whiteboard/flip chart for choreography brainstorming
• Pre-prepared visual aids showing dance formations

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Lesson Structure

1. Welcome and Lesson Overview (5 minutes)

• Greet the class, ensuring the visually impaired pupil is oriented to the space before starting.
• Briefly outline the aims and structure for this final dance lesson. Reinforce enthusiasm and highlight it as a celebration of their learning journey.
• Recap last week’s work (exploration of lifts, transitions, and storytelling through dance) to bridge prior learning.

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2. Warm-Up (10 minutes)

Teaching Style: Command

• Lead a dynamic warm-up to energise students and prepare their bodies for dynamic movement.
  1. Pulse Raiser: Rhythmic jogging in a circle, call-and-response clapping patterns. Use verbal cues (e.g., "Switch directions!") for clear guidance.
  2. Mobility/Stretching: Emphasise fluid arm swings, spinal rolls, and leg stretches to prevent injury.
  3. Technique Focus: Incorporate basic contemporary dance phrases (e.g., body isolations and floor rolls) that will be used later in the choreography section.

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3. Choreography Creation (25 minutes)

Teaching Style: Inclusion

• Activity: Students will work in pre-arranged groups of 5 to choreograph a 60-second contemporary dance routine using specific prompts provided by the teacher.

Breakdown:

1. Preparation (5 minutes)

   • The teacher introduces the dance prompt: “Convey the theme of transformation – physically, emotionally, or metaphorically.” Groups interpret this theme with brainstorming (using the whiteboard for visual ideas).
   • Introduce non-verbal dynamics such as "levels" (e.g., high, medium, ground-level movements) and "pathways" as tools for storytelling.
   • Highlight inclusivity strategies:
     • The visually impaired pupil is guided to interpret movements through physical demonstrations by peers and touch where comfortable.
     • Use tactile floor markers or hand placement prompts to help orientate them during group formations.

2. Creative Process (15 minutes)

   • Groups choreograph routines, incorporating:
     • Transitions: Smooth movement linking one sequence to another.
     • Performative Expression: Emphasise emotion conveyed in their dance.
     • Interaction: Use spatial awareness and group formations to enhance visuals and storytelling.
   • Teacher rotates to give constructive feedback and ensure progression within groups.

3. Final Run (5 minutes)

   • Groups rehearse their choreography in preparation for performances.

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4. Performances and Peer Review (12 minutes)

Teaching Style: Command & Inclusion

1. Performance (8 minutes)

   • Each group performs their routine. The teacher facilitates applause after each performance to foster a supportive environment.
   • For the visually impaired pupil, encourage them to verbalise their emotional expression or parts of the routine they engaged with most confidently.

2. Feedback/Reflection (4 minutes)

   • After performances, distribute a quick reflection sheet with prompts:
     • What did you learn about teamwork and creativity?
     • What aspect of your group’s piece were you proudest of and why?
     • What is one thing you would improve if given more time?
   • Encourage verbal peer feedback: Use “I noticed...” or “I appreciated...” to build a culture of constructive critique.

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5. Cool-Down and Closure (8 minutes)

• Lead students in a gentle cool-down sequence, reminding them of safe body recovery:

  1. Deep breathing and slow movement sequences to calming music.
  2. Stretching major muscle groups (e.g., hamstrings, shoulders, lower back).

• Conclude with a brief individual reflection where students share one new skill or insight they’ve gained during the dance unit.

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Adaptations for Visual Impairment

1. Group Support: Pair the visually impaired pupil with encouraging peers or a supportive group.
2. Tactile Cues: Use floor markers to help the pupil understand positioning and pathways within the choreography.
3. Verbal Precision: While teaching movements, use clear, rhythmic instructions, e.g., "Step left for three counts, sweep arms up, hold."
4. Physical Guidance: When comfortable, teachers/peers can gently guide arms or shoulders to help with body alignment.

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Assessment Criteria

Based on the Key Stage 4 Performance Outcomes:

• Choreography: Creativity, storytelling, use of levels and transitions.
• Technique: Precision, flow, coordination, and expressive quality.
• Collaboration: Positivity, inclusion, and contribution to group work.

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Additional Notes for Teachers

• This lesson celebrates creativity and teamwork. Prioritise positive reinforcement to build students’ confidence.
• Encourage emotional expression—students can rely on movements and music rather than words to communicate.
• Thank the pupils at the conclusion for their effort and hard work over the past four weeks.