DANCE LEVEL 1

The focus is predominantly on acquiring and developing skills (performing),

although opportunities should be given for some selecting and applying skills
(composing).
Simple actions and simple skills
Travel - on feet, hands and feet, sliding, rolling
Jump - showing control when landing (bending knees, landing quietly on feet, head up) 2 feet 2 feet, 1
other 1, 1 same foot, 2 feet1 foot & 1 foot 2 feet
Turn - with different body parts on the floor (on feet, backside, stomach, hands & feet)
Gesture - using individual body parts to express a movement idea e.g. a wave of the hand, nod of head,
pointing of the finger, kick of the foot
Stillness - holding a balanced position with control (no wobbling)
Beginning to use movements to express ideas and feelings.
Linking
Ability to copy peer and/or teacher
Ability to repeat individual movements
Ability to create short phrases (2 movements) but not to remember the specific movement detail. E.g.
travel and jump but not the body parts used, the body shape or body parts used to take-off and land
Phrases will not necessarily be performed fluently - (starting to link)
Basic control and co-ordination
Some awareness of the need for good body tension, e.g. stretching/extending limbs, tightness of major muscle
groups
Evaluate and improve (appreciate)
Describe and comment on own movement and that of others e.g. "He did a big jump. I liked it because he
went very high and stretched his arms out in the air"
Use of correct movement vocabulary, e.g. all movement learnt and quality criteria (e.g. stretched, strong..)
Health and fitness
Talk about how their body feels when taking part in dance1
Know how to take part safely

CM October 2005

DANCE LEVEL 2
The focus is more on acquiring and developing skills, although opportunities
should be given for selecting and applying skills.
Explore simple skills/actions

Travel - e.g. vary directions and pathways and speed when travelling
Jump - e.g. vary body shape in air
Turn - e.g. vary the levels
Gesture - e.g. vary use of body parts and the weight of the movements
Stillness - e.g. vary the level and the body shape

Deliberate use of space and dynamics:

Pathways
Direction
Levels
Speed (sudden and sustained)
Weight (strong and light)
Flow (free flowing and jerky)

SPACE

DYNAMICS

Beginning to use simple compositional principles such as: follow the leader, mirroring, next to partner
group formations
Explore
Choosing movements to express a feeling, mood or a character in response to a dance idea offered by teacher
e.g. explore how a soldier might travel, turn, jump and gesture or explore actions in response to contrasting
emotions e.g. happy/sad, excited/disappointed

Remember/recall movements which can be repeated and applied to the dance idea e.g. a short phrase
Control and co-ordination
Demonstrate good body tension in the limbs and strength in the whole body e.g. extension of movements and
focus on a body part or object in still or moving positions e.g. watching your hand stretching out, watching the
hand as it leads your travel around the space
Linking
Combining (travelling whilst turning) or linking movements (travelling followed by turning)
Evaluate and Improve
Talk about the differences between their own performance and that of others and suggest ways to improve
by using appropriate movement vocabulary
Health and Fitness
Understand how to exercise safely
Describe how their body feels during dance activity

CM October 2005

DANCE LEVEL 3
The focus is on acquiring and developing and selecting and applying skills.

Travel
Jump
Turn
Gesture
Stillness

Perform with increased control and co-ordination e.g. maintain focus and clarity of body shape
Vary actions by contrasting the above through the use of space, dynamics and relationships

Pathways
Direction
Levels

SPACE

Speed (sudden and sustained)

Weight (strong and light)
Flow (free flowing and jerky)

DYNAMICS

Mirroring
Following
By the side
Close to / far away
Pairs or larger groups

RELATIONSHIPS

Select and Apply

Choose from movements previously learnt e.g. select from a wider range of travelling, turning, gesture,
jumping and stillness actions in order to create motifs that express a feeling, mood or a character in
response to a dance idea.
Link appropriate movements fluently
Vary responses by
Choose appropriate movements for motif
Select appropriate compositional strategies e.g. action/reaction, question/answer, complement/contrast
Performing with an awareness of the dance style
Evaluate and Improve
Compare and contrast their performance with that of others, using this knowledge to improve future work
Health and Fitness
Give reasons to explain why we warm up and why physical activity is good for your health

CM October 2005

DANCE LEVEL 4
The focus is more on selecting and applying skills (not at the exclusion of
acquiring and developing skills), but there is a shift of emphasis.
Therefore, the following outcomes will be a focal point:
Link
Perform extended phrases of linked actions
Perform extended phrases independently, with fluency and co-ordination
Accuracy
Show precision and control in the use of dynamics and space
Perform with awareness and sensitivity to the music and the dance style
Communicate a variety of styles and meanings to an audience
Composition
Show increased independence in the composition process (motif, phrase, section, structure)
Show increased knowledge of composition process e.g. repetition, cannon, unison, group formations
Evaluating and Improving
Comment when comparing own performance/composition with that of others. Use this knowledge to
improve future work.
Comment on style, story, costume, set and music when watching a professional dance work
Health and Fitness
Use reasoning skills to explain and apply basic safety principles in preparing for exercise.
Explain how valuable exercise is to their fitness and health.

CM October 2005

DANCE LEVEL 5
The focus is more on selecting and applying skills (not at the exclusion
of acquiring and developing skills), but there is a definite shift of emphasis.
The following points will be the main outcomes when focusing on progression:
Select and combine techniques and ideas e.g. select from a variety of actions, movements and compositional
principles.
Apply movements accurately, appropriately and consistently.
Consistently is the key word. Pupils show their skills of selecting, combining and applying consistently well.
Accuracy
Demonstrate a variety of levels, directions, size, speed and energy with precision, control and fluency in a
vareity of dance styles.
E.g. demonstrate fluency in sequences
one movement moving effortlessly into another
changes of direction and level performed without unnecessary pauses.
creative methods used to link movements e.g. use of gesture, twisting movements
consistently refine detail within performance
E.g. demonstrate control
managing contrasts and transitions in dynamics e.g. being able to move very slowly or very quickly and the
ability to accelerate and decelerate
E.g. demonstrate precision
movements are technically accurate
movements reflect rhythmical phrasing within the music
Composition
Demonstrate the ability to develop and repeat motifs and phrases
Can create dances in response to a theme or idea that show contrast and climax
Can work in groups to show unison, canon, action/reaction
Understanding of compositional principles is embedded in practice
Evaluate and Improve
Analyse and comment on own performance and that of others
Analyse aspects of style and production in the composition of others including professional dance works
Ability to refine performances
Health and Fitness
Explain how the body reacts during different types of exercise and why regular safe exercise is good for fitness
and health

CM October 2005