Module 2 Plan

Lachlan Hennig and Danielle Fisk

1. Conceptual & Organisational Framework:
Introduction:
The session title is Dance the pattycake polka and will be aimed at students in year 5.
Aims:
We will be teaching the skill of dance to develop the students abilities in a number of ways.
Dance can significantly improve the students hand eye coordination and the specific dance we
have chosen is with a partner, so group coordination skills are cultivated. Dance is an
extremely important way of life and these skills, if taught at a young age will improve both
their self-confidence and physical ability at social events. The purpose is to enable students to
take part in a fun lesson where they can become more sociable and also learn a new skill.
Students will be able to develop leadership skills as they will be showing others how to
complete their allocated dance parts.

Outcomes:
Students will be able to perform the pattycake polka dance to a high standard, whilst using the
correct steps and technique. They will also be able to teach and demonstrate to their peers
the skill with ease, again using the appropriate technique. Understanding of the correct
steps and movements will be clear and as a result they will be able to use these in other
activities or social events. They will be aware of what the body does as it moves, how the
body moves, where the body moves and relationships with the body as it moves (Dodd
1982 p. 177) Students will be subject to the origin of the dance which is a lively mixture
dance from America. This is a favourite because of its rollicking rhythm and quick changing
of partners (Dodd 1982 p. 251). The skill session will encourage students to have fun and
they will remain engaged, therefore, contributing positively to their outlook on Physical
education.

Pedagogies:
A guided discovery approach will be used as we will be giving them a piece of paper with the
dance on it for them to learn. They will go through the steps within their groups and then
present their half of the dance to the other group. Mosston (2002) states that guiding
individuals to discover the solutions to their own problems allows them to develop the
skills and abilities needed, which is what we will be doing. This is a student centred
pedagogy with a guided discovery focus. Some problem solving pedagogy has also been

incorporated throughout the lesson with the use of our feedback (rather than solutions)
and that students can to a point initiate their own learning (Brown 2016).

Organisation:
This module will be indoors in the classroom to allow for no other distractions from other
groups and to ensure there is adequate space for the activity. The classroom of the gym
will be used and the space needed will be the full space of the classroom(boundaries the
walls of the classroom) with desks and chairs cleared. A computer and speaker will be used
to play music for the dance sequence.
2 minutes is set aside for lesson introduction, 5 minutes for an appropriate student warm
up, 5 minutes for introductory activities, 10 minutes in activities to enable the students to
enhance the new concepts , 4 minutes for a concluding activity, 2 minutes to conclude the
session and 2 minutes for any questions/discussions that take place throughout the
session- equaling 30 minutes in total. Students will be asked to sit down within the V of
our hands throughout the explanation and demonstration of the skill. During the warm up,
students will be asked to form pairs and use the whole space of the classroom. In the
introductory activities students will be asked to form lines in formation for either dance
they participate in. For the next part of the session, students will be split into 2 groups, and
they will use 1 half of the classroom to learn their parts of the dance. In the concluding
activity, the 2 groups will join together in the dance formation and perform.

Safety:
Ensure area is isolated and hazard free, move chairs to the back of the room
Have students spread out to maximise safety during class
Students to listen and follow instructions for maximum benefit and safety
Ensure students are warmed up to minimise chance of injury
Ask students about injury and medical conditions and alter dance for them
accordingly
Sneakers with good support are worn
Jewellery to be removed as the dance is done in partners
No food or drink to be consumed-water bottle accepted and encouraged

2. Teaching Plan:

Lesson introduction (title, year level, preview of outcomes and aims):

The session will commence by welcoming the year 5 students and asking them all to sit in
front of us so that all instructions can be seen and heard. The outcomes of the lesson will
be told to the students, followed by a breakdown of the techniques that will be used and
how the dance will better their ability in other activities. This part of the session will run for
two minutes.
An appropriate student centred warm up (moderate cardio & joint mobility):
The class will be asked to get into pairs, then progressing to do a moderate cardio warm up
of follow the leader where the first person in the pair will choose a range of dance moves
and their partner will follow them around the allocated area. After 1 minute the pairs will
swap roles and now the new leader will choose a range of different mobility moves. After
the second minute is done the pairs will take it in turns to choose joint mobility exercises,
starting from the lower body and moving through to the torso and finishing with upper
body. The joint mobility exercises will go for 3 minutes to ensure students are properly
warmed up.
Introductory activities related to the new skill(s)/concept(s):
The class as a whole will be given the choice between 2 dances being the
Macarena or the Mexican hat dance. A close eyed hands up vote will occur and
majority of the votes will win. The activity will ensure students are prepared for the
dancing lesson that is about to follow and encourage them into the mindset of
dancing. This introductory activity will go for 5 minutes.
Questions and challenges eg what are we trying to do?; what are the key
aspects of the skill/activity? how can we do it better?
Ask students:

1. Why do you guys think dance is important? (answers: fitness, fun, great for social
events etc)
2. What are some key aspects of dance? (answers: rhythm, music, body and space
awareness, relationships)

Activities to enable the students to enhance the new

skill(s)/activity(ies)/concept(s) - integrate class
discussion points
related to your skill, knowledge & attitude outcomes where appropriate;
Students will be split into 2 groups. One group will learn the first 2 parts of the patty cake
polka and the second group will learn the last 2 parts of the dance. Then once each group has
learnt their parts, group one will demonstrate what they have learned and teach group 2 and
then vice versa with group 2 teaching group 1 what they have learned. Students in this part
of the session will specifically need to learn what a slip-step is as below shows. These
activities have been allotted 10 minutes.

Further questions and challenges and activities (as deemed appropriate)

Ask students:
1. How might you perform the step/dance better?
2. Do you know how to perform the slip step appropriately (demonstrate)?
An appropriate applied /concluding activity (eg game/dance/sequence) and
warm down;
The full dance will be performed by both groups who have combined to put all parts of
the dance together. This will be accompanied by music suggested by the class. Students
will warm down by slowing the beat of the dance down with slower music. This concluding
activity has been allocated 4 minutes.
Lesson conclusion (review of outcomes - Question to ask and planned
observations).

Tell students the outcomes which have been achieved throughout the session. For example
we might say you are now able to perform the pattycake polka dance to a high standard,
whilst using the correct steps and technique. We are pleased with the way you have been
able to demonstrate that you can also teach your peers this skill. The class will be told
that hopefully they enjoyed the lesson and this should result in them having grown more
interest into being physically educated people as well as developed confidence in
completing new skills.
Questions to ask students:
1. Did you all have an enjoyable lesson today?
2.How will you use what you have learnt today in the future?

Reference List
Australian Curriculum. (n.d.). Health and Physical Education. Retrieved from
http://www.australiancurriculum.edu.au/health-and-physical-education/rationale
Brown, R. (2016) 'Guided Discovery Pedagogies W'shop 2016 Ppt' in HLPE1530 Workshop,
May 11, 2016, Flinders University, Bedford Park, SA
Brown, R. (2016) 'Problem Solving Pedagogies W'shop 2016 Ppt' in HLPE1530 Workshop,
May 18, 2016, Flinders University, Bedford Park, SA
'Dance' 1982, in Dodd, Graham D (ed.), Daily physical education. Level 5, ACHPER
Publications, Adelaide, pp. 219-338.
'Dance' 1982, in Dodd, Graham D (ed.), Daily physical education. Level 6, ACHPER
Publications, Adelaide, pp. 219-346.
Mosston, M & Ashworth, S. (2002) Teaching Physical Education; 5th Edn; San Fran:
Cummings. [Internet site: First Online edition 2010, accessed 7 June, 2016 :
http://www.spectrumofteachingstyles.org/pdfs/ebook/Teaching_Physical_Edu_1st_Onl
ine_old.pdf]
SACSA. (2001). Key ideas overview- Health and Physical Education. Retrieved from
http://www.sacsa.sa.edu.au/index_fsrc.asp?t=HOME