Professional Documents
Culture Documents
Plan
PDHPE
Lesson
Title:
The
Heart
of
Dance
Class:
Year
3-4
(Stage
2)
Strand:
Dance
Subject
Matter:
Locomotor
Skills:
Interacting,
moving,
communication
through
movement.
Outcome/s
Indicator/s
Values
and
Attitudes-
V3:
A
student
Values
and
Attitudes-
V3:
values
the
enjoys
a
sense
of
belonging.
need
to
work
cooperatively
Skills-
MOS2.4:
displays
a
focus
on
Skills-
MOS2.4:
performs
a
simple
quality
of
movement
in
applying
dance
combining
locomotor
and
non-
movement
skills
to
a
variety
of
locomotor
movements.
familiar
and
new
situations.
Knowledge
and
Understanding-
Knowledge
and
Understanding-
DAS2.7:
performs
familiar
movement
DAS2.7:
practices
and
reproduces
a
patterns
in
a
variety
of
dance
simple
folk
or
teacher-devised
dance.
situations.
Pre-existing
knowledge/skills
Walking
Running
Galloping
Hopping
Sliding
Skipping
Step
hop
Marching
Step
tap
Jumping
and
leaping
NOTE:
These
will
be
readdressed
in
follow
the
leader
with
skipping
in
the
warm
up
and
a
follow
on
for
heel
and
toe.
Safety
Considerations
Guiding
children
to
perform
movements
correctly
and
safely
(k-6
syllabus
support
document:
stretching
main
part
B
and
yoga
stretches).
Ensure
that
guidance
is
provided
to
help
children
understand
their
individual
limitations
(k-6
syllabus
support
document:
all
activities).
Sound
body
alignment
(posture)
and
the
avoidance
of
contradicted
exercises
should
be
emphasised
(k-6
syllabus
support
document:
particularly
in
part
B
and
yoga,
however
should
be
considered
during
all
activities).
Warm
up
and
cool
down
activities
are
really
important
to
prevent
injury
(k-6
syllabus
support
document).
Ensure
the
boundaries
are
made
known
and
the
children
are
aware
of
not
going
near
the
car
park
(all
activities).
Routine
check
of
the
area
is
completed
keeping
in
mind
ditches
and
any
litter
or
potential
hazards
(prior
to
the
commencement
of
the
lesson).
Student
Assessment
Possible
assessment
strategies
include:
Ask
students
to
add
a
step
pattern
that
could
be
included
in
a
dance
routine.
Ask
students
to
with
a
partner
compose
a
possible
dance
with
a
couple
of
step
partners.
Similar
to
Simon
Says,
the
teacher
could
ask
students
Simon
says
to
complete
a
step
pattern.
Separate
the
class
into
groups
and
ask
them
to
demonstrate
locomotor
skills
from
the
lessons
in
a
non-threatening
way.
Having
the
childs
name
at
the
top
of
a
page
with
the
outcomes
down
the
side
and
just
completing
this
checklist
to
determine
id
they
are
confident,
developing
etc.
Lesson
Evaluation:
Reminiscent
of
days
gone
by,
when
childrens
laughter
filled
the
air
,
carefree
a
thousand
miles
from
nowhere
,
but
on
Friday
May
11
2012
our
lesson
plan
for
Dance
locomotor
was
put
into
place,
comprising
of
skipping
and
stretches
for
warm
up,
follow
the
leader
and
heal
and
toe
polka
dance
for
our
locomotor
dance
activity
and
simple
yoga
to
cool
down.
I
was
very
nervous,
as
this
was
my
first
experience
in
putting
a
lesson
plan
together
followed
by
implementing
it.
Our
lesson
was
entitled
the
heart
of
dance
and
personally
I
felt
we
successfully
achieved
this
as
we
all
laughed
and
reminisced
about
our
past
experiences.
The
syllabus
states
Dance
develops
the
ability
of
students
to
communicate
and
express
themselves
through
movement
and
this
is
what
we
aimed
to
achieve
whilst
also
providing
an
enjoyable
and
memorable
dance
experience.
Firstly,
our
warm
up,
which
was
skipping,
followed
by
some
stretches.
Therese
conducted
this
part
of
the
lesson
successfully
and
I
feel
that
our
decision
to
provide
everyone
with
an
opportunity
to
skip
at
their
individual
level
and
learn
new
skills
as
their
own
pace
ensured
that
no
one
was
pointed
out,
it
was
inclusive
and
easily
adjusted
to
consider
various
special
requirements
for
children
with
additional
needs.
As
a
group
we
chose
to
include
skipping
in
our
warm
up
as
its
a
component
of
the
skills
to
be
acquired
in
stage
2.
Although
this
was
the
case
this
part
of
the
lesson
felt
very
rushed
,
I
also
feel
that
we
should
have
mentioned
or
even
asked
the
class
the
way
to
measure
the
rope
and
how
to
determine
if
its
appropriate
for
ones
height.
I
also
felt
we
should
have
stressed
the
importance
of
having
enough
space
to
skip
without
injuring
another
person.
Therefore,
I
feel
that
this
was
a
good
strong
start
to
further
developing
the
skills
for
the
locomotor
dance
in
stage
2
although
there
is
definitely
room
for
improvement
in
conducting
this
aspect
of
the
lesson.
Moreover,
the
main
component
of
our
lesson
was
dance
locomotor
and
we
felt
that
the
best
way
to
approach
this
was
through
2
activities
that
would
guide
students
to
learn
the
skills
and
then
bring
them
together
to
create
a
dance.
This
is
where
we
intended
on
putting
our
outcomes
into
place.
After
follow
the
leader
I
had
become
confident
with
the
lesson
as
the
nerves
seemed
to
have
slipped
away.
I
felt
that
Follow
the
leader
was
a
successful
activity
although
I
do
think
it
may
have
been
a
better
idea
to
have
music
on
a
CD
player
rather
than
to
sing
it
as
those
at
the
back
struggled
to
hear
it,
the
tambourine
was
brilliant
and
certainly
helped
to
keep
the
beat.
All
in
all
this
part
of
the
activity
was
better
than
anticipated
and
next
time
I
would
include
music
as
well
as
find
a
way
to
participate
in
the
activity
and
provide
students
with
the
opportunity
to
interact
more
as
even
I
became
bored
after
a
while.
Furthermore,
after
this
came
the
heal
and
toe
polka
dance
which
disappointed
me
a
little
and
I
felt
concerned
because
this
was
my
part
to
teach
although
we
practiced
lots
and
went
through
the
steps,
with
the
music,
without
the
music
it
just
seemed
challenging
to
teach
and
the
group
had
decided
that
it
would
be
too
challenging
to
include
the
turns
and
changing
of
partners
and
to
be
honest
Im
glad.
I
think
that
I
have
learnt
a
lot
from
this
experience
and
feel
it
may
be
easier
to
teach
this
in
a
circle
rather
than
a
line
and
separately
in
two
separate
groups
and
then
bringing
then
together.
Explaining
the
steps
was
also
much
more
challenging
than
anticipated
and
I
was
out
of
breath
from
the
previous
activity
so
this
didnt
help.
The
music
from
our
speakers
wasnt
working
and
lucky
we
were
lent
speakers
however
I
just
felt
it
wasnt
working.
Im
glad
in
one
way
that
it
wasnt
perfect
as
coping
with
these
challenges
are
what
teachers
are
faced
with
in
every
decision
of
the
school
day
and
being
able
to
resolve
these
and
continue
to
teach
surprised
me.
The
more
I
think
about
the
lesson
the
more
I
feel
that
the
best
way
to
approach
this
may
be
to
watch
a
video
first,
then
separate
learn
the
steps
and
come
back
together
and
dance.
All
things
considered
I
had
a
great
time
teaching
this
and
enjoyed
myself
and
I
feel
that
I
did
my
best
and
thats
all
I
can
do
with
practice
I
hope
to
do
so
much
better.
Thus,
I
feel
that
this
ran
fairly
well,
not
the
way
we
wanted
but
I
have
certainly
learnt
a
lot
and
am
grateful
of
the
experience.
Lastly.,
our
cool
down
was
something
different
and
I
think
that
for
this
reason
everyone
was
interested
as
it
was
more
than
just
stretching,
it
helped
to
bring
the
classes
breathing
back
down
and
helped
them
to
relax.
Once
again
I
do
however
feel
that
it
was
not
long
enough
but
a
perfect
ending.
Isabella
led
this
activity;
I
was
amazed
at
how
everyone
participated
in
it.
Im
glad
that
the
exercises
chosen
were
for
various
levels
and
it
was
mentioned
that
if
anyone
struggled
there
was
an
alternative;
no
signalling
out
occurred
however
I
do
think
that
some
stretches
could
have
been
incorporated
into
the
cool
down
perhaps
prior
to
the
yoga
stretches.
All
in
all
this
was
an
interesting
ending
and
it
just
felt
right.
After
the
classes
feedback
I
was
glad
that
we
had
chosen
to
include
skipping
as
we
received
positive
comments
towards
this.
One
that
I
valued
very
much
was
that
of
the
heel
and
toe
polka
dance
referring
to
the
fact
that
the
instructions
for
the
dance
were
difficult
to
understand
and
this
is
something
which
I
have
taken
on
board.
For
future
lessons
I
hope
to
be
more
clear
and
specific
in
my
instructions
as
well
as
provide
opportunities
to
reminisce
as
well
as
develop
skills.