This lesson is designed for the non-specialist, however if you have any questions prior to delivery please do not hesitate to contact me: ceriseve@hotmail.co.uk Feel free to add in or remove tasks. This lesson is designed for students to do a lot of the discovery for themselves with reading tasks and quick search and discussion tasks. This may take more than one lesson so split it up or simply miss out some slides and tasks to suit your students Encourage your students to be open in their discussion but respectful and kind. Depending on your class you may need to cover some ground rules on this kind of discussion before having them. It is not designed for any particular curricula, rather provides the most up to date information on the topic as of February 2023 Topics and tasks: Starter research task to get students finding the most unique facts they can on this topic. You will need to use “jamboard” or any other method of collating their ideas. Post-it notes on the white white board will achieve the same goal Discussion on the difference between perimenopause and menopause Symptoms of menopause leading to a discussion about impact of this on women in the workplace Facts on “why is this important to discuss” with focus on the gender health gap Treatment: HRT and ERT. What it is and what it is not. 9 min video “Why women are refused HRT” Student reading task (1) on why its important for males to also be informed on this topic followed by a discussion prompting empathy and kindness Student reading task (2) about the gender equality gap in research surrounding menopause Final quiz (provided by Rochester University) Sources slide should you want to read further on the topic

In this workshop lesson your students will explore codified actions that we all use and how this idea has been used in ballets to aid the storytelling. Task include: Watching excerpts from Sleeping Beauty by Marius Petipa Creating your own mimed conversation with emphasis on dance terminology like actions and dynamics Performing to peers and appreciating each others ideas Reflecting and improving your work through rehearsal Reflecting and reviewing an a section of Sleeping Beauty to demonstrate critical appreciation skills This lesson has teacher guidance on some slides for non-specialists and has a strong drama element to it as well.

This pack contains a 6 week SOW plan exploring African style movement and choreography skills. In addition is a peer assessment resource and a self review module sheet for the end of the unit. Students will explore the basics of this style and create duets and group dances. Youtube links are provided so even a dance teacher less confident with this style can still deliver this.

This PPT is a sequence of 10 lesson (2 hours lessons) for A Level Dance It has a both information and activities for your students It includes information on the following practitioners and there influences on the development of this style: African Roots European Influences Mistral shows Buddy Bradley and Fred Astaire Busby Berkley Jack Cole Katherine Dunham Gene Kelly (Singing in the Rain) Jerome Robbins (West Side Story) Bob Fosse Matt Mattox, Luigi and Gus Giodorno DANNY BURACZESKI Twyla Tharp

Created for: BTEC Level 3 unit 13 - The Healthy Dancer Suitable for: GCSE PE (Dance specialism) This is a 70 page ppt covering several topics to enable students to create their own fitness program . Topics include: Structure of human body: Skeletal System, Muscular System, Circulatory System, Nervous System, Respiratory System Functions of the human body Factors that affect training The effects of training on each system covered above Injury prevention and care Aspects of fitness Safe Dance Practice

SUBJECT: Dance KS2/ 3 In this pack you will find 3 resources: SOW suitable for KS2 and 3 dance (year 6/7) based on the idea of Heroes and Villains. This is a great scheme for keeping boys engages and easily adapted to suit in person and online teaching. Two full lesson PPT: Describing a dance idea from a stimulus (all theory/ written) and then creating a solo motif and developing it. If you are using flipgrid or google classroom these can be filmed by the students and sent to you.

SUBJECT: Dance Year 7 AREA: creating dance on a theme ALSO SUITABLE FOR: Dance year 6, PE (Dance unit) This is by far one of my most favourite SOW. Its engaging for boys, girls, reluctant dancers and high ability. It is fun and accessible on so many levels. I have adapted it several times over the years, please feel free to continue to adapt for your learners too. Resources in this pack 7 week SOW including differentiation, blooms questioning and links to GCSE PPT for Baseline lesson, Lesson 1, 2 and 4 PPT of structures in dance (you won’t need all of these for year 7 but its good to have) The Letters (resource to print or use electronically - these are each mission). I would normally put these in envelopes for each group to open at the start of each lesson. A workbook for non doers to work through and remain engaged in the lesson (possibly adaptable for your online learners if you are teaching a blended lesson Check list for peer assessment

What you will get: Objectives slide 5 slides of Socratic style questioning to promote class discussion on the topic of women through history 18 slides looking at the importance and relevance of International Women’s Day and the historical context. For each aspect of International Womens day there are 2 questions to explore this further. This can be done as class discussion, pair share or written. Research task with clear instructions and teacher assessment criterion exploring one of the 5 suggested women. 1 slide of some sources used in the creation of this resource.

In this resource pack you will find the following: 5/6 week SOW with links to GCSE Intro (Lesson1 ) PPT - this is doable online/ blended Lesson 2 PPT Lesson 3 PPT Peer assessment sheet for lesson 4 Lesson 5 is your performance lesson (no resources needed) Lesson 6 - self assessment (module summary) and worksheet on capoeira provided

Topic: Modern Dance (chance choreography) Age: year 9 This is a sequence of 8 lessons designed for blended learning (online / in person). It has been designed to incorporate motifs from Flux and Breathe in order to prepare your potential GCSE students. It focuses on the basics of choreography with a strong emphasis on GCSE dance language. Lesson 1: History of Dance (theory lesson to give context) Lesson 2/3/4: Learning motifs from the two set phrases with video instruction for your online learners. L5 :Using Chance spinners to manipulate action, space and dynamics of the set phrases in duets (could also be a solo if you are distancing) L6- 8: Using Chance spinners to manipulate relationships in larger groups (using the solos/ duets already created). Structuring all the sections you now have (in each group you will have a min of 2 duets, a quartet and the original set phrases)

This sequence of PPTS was written for my year 13s. It is a long project and is adaptable for younger students (8-12 weeks) It lays out what unit 6 is and starts their investigation. Students will research and practically explore the dance idea “Human Rights”. This can be used as intended or adapted for other groups who want to explore this topic It includes several teacher led choreographic tasks and leads students to develop and deliver their own workshop lesson to the class based on their research. From each workshop, as the teacher, you then facilitate the rehearsal process to produce their pieces for final performance. When I did this my class of 12 produced a 50min production. As part of the project you also explore Ghost Dances and the work of Christopher Bruce.

This is a 3 part lesson exploring ways to build tension and tell stories through dance. The lesson is focused on the work of Jerome Robbins “West Side Story” Lesson 1: Learn some stylised actions (videos provided for the non-specialist). Students explore the impact of the infamous walks and clicks and choreograph their own short sequences using this idea. Lesson 2: Focused more on the stylised actions and using them to develop the work from the previous lesson in their groups Lesson 3: Focus on expressive skills and preparing for performance of their work. Students will perform and then watch an excerpt from the musical to reflect on demonstrating critical thinking and appreciation of Jerome Robbins choreography. There are teacher guidance notes throughout, feel free to adapt and change slides according to your students needs.

This complete PPT lesson provides a detailed overview of the structure of a ballet class. It is designed for a teacher who already teaches ballet, there are no instructional videos. The PPT allows students to understand and follow the structure of a ballet class with a focus on developing skills for pirouettes. This PPT can be used for a full 6 weeks with the teacher building lesson on lesson with new exercises to fit the laid out structure of class.

23 page workbook designed with BTEC, NCFE and ASDAN Performing Arts courses in mind. Editable for you to make more specific to your course or use as is for your students. Real world situation: Dance Showcase You can change what you are designing for or keep as is: Dance Showcase with three trios that need the production roles of Costume Designer, Set Designer and Hair and Make-up Designer filled. Page 1 states the purpose of the workbook as follows: In this workbook are activities that will contribute to your final grades this year. You will be assessed on your research document and logbook entries (Criteria 1), on your participation and contribution in rehearsal (Criteria 2), your performance and application of performance skills (Criteria 3) and finally your contribution to the production process (Criteria 4). You can be awarded pass, merit, or distinction for each of these criteria. What does this mean? To complete criterion 4, you must complete some design tasks. Below is a list of options, you must complete at least two of these roles. To achieve a distinction, you need to produce work that is successful as well as inspired and inventive; the work will demonstrate a concrete understanding of stimulus, choreographic intention and overall dance ideas. Be sure to read all the tasks before deciding on which 2 to complete. Design options – you must complete at least 2 ● Costume – developing and shaping ideas, e.g. mood boards, producing draft sketches, pitching ideas, making changes, refining ideas and creating final designs, e.g. drawings showing construction methods and materials ● Set – developing and shaping ideas, e.g. mood boards, producing draft sketches, pitching ideas, making changes, refining ideas and creating final designs, e.g. scale plans, 3-D models and annotated drawings ● Make-up – developing and shaping ideas, e.g. mood boards, producing draft sketches, pitching ideas, making changes, refining ideas and creating final designs, e.g. facial plans.

Subject: Dance Level: GCSE / BTEC ballet unit/ A Level In this resource you will find 7 detailed theory lessons (based on 2 hour lessons): French courts (Paris 1582 – 1641) 2)18th Century developments including, Carlo Blasis, Jean-Georges Noverre 19th Century Developments - Romantic era 1855 - 1817 - Imperial Russia Diaghilev’s Ballet Russe Ballet in Britain Britain vs America Two resources mentioned in PPT: Article on British vs American style and methods of training