Subject: Dance Topic: Booklet for non- participant/ SEN student to access the class I designed this PPT booklet for a SEN student that struggled to access the class and would sometimes remove himself from practical learning. This resource was a great way for him to show his understanding and still participate. We used it to allow him the opiton of practical or theory each lesson and it worked really well. I hope you can also use it.

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.

This is three lessons in 1 ppt. It is usable for online learners and contains links to resources they will need. You will need to also set up FLIPGRID in order to see their videos (or any other ways - google classroom, teams etc) It covers the basics of Flamenco and an introduction to its origins. Students will also create their own 8 count “Zapeteado” rhythm. You can have them do this as solos or in pairs. The 3rd lesson is working in pairs to create duets using mirroring and unsion.

This a lessons activity that can be completed independently as an a task set online or for cover. It will help your students set New Years resolutions and write a short essay about why they are setting them.

This ppt follows on from “Analysis of choreographic content - Within Her Eyes” and “Analysis of choregraphic content - Artifical things” and continues to break down the choreographic devices, relationships and key movement phrases in the focus sections in order to compare them and embed the learning further. This resource is designed for students to edit together so I have used it in google slides to achieve this, however you can adapt this should that not be an option for you. The collaborative nature of the lesson allows for students to explore the set work as a team in order to build a response to 6/12 mark questions on choreographic content and approaches.

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.

This lesson allows GCSE Dance students to break down 3 sections of Infra in order to analyse the set/ staging. It ends in a practice 12 mark question: Discuss how the staging/set and the lighting in Infra contribute to our appreciation of the work. Therefore students will need to have also studied the lighting prior to this lesson. Alternatively, you can adapt this to 6 mark question just on set/staging.

NOTES FOR TEACHERS The development of American Jazz dance from the 1930s to 1975 was influenced by a combination of social, economic, and historical events – this is context. Key figures like Gene Kelly, Jerome Robbins, Bob Fosse, and others played significant roles in shaping this art form and AQA want you to be able to put this into context when writing your essays. Below are some of the key events and contributors that impacted American Jazz dance during this period. With your students discuss these events. Assess prior knowledge and the impact or effect the time we live in has on the art we create and therefore the development of a style like American Jazz Dance. Included in this resource. This resource provides social, historical and cultural context for the USA from1900 – 1975. The examiners reports refer to the importance of “context where relevant” being a key factor for missing marks in the higher bands. Contents Notes for teachers 22 pages of contextual information, images, and discussion points for your students. A suggested task to use this information. You are free to use this information however you feel appropriate. Essay structure and examples of how to include this contextual information.

Subject: Teacher Training CPD Topic: Differentiation for high attainers Quite often we are very clear on how to differentiate for our lower attainers but we forget that this strategy should also be used for “stretch and challenge” This pack contains an hours CPD training on differentiation for higher attainers. I delivered this at my school for my department when it was a key focus for our school development plan and it went down really well - and I enjoyed delivering it, I hope you do too. Included: PPT for training session Facilitator guide Resource for participants Command words (GCSE) Task design resource Not included: You will also need the marks scheme for your subject area

SUBJECT: Dance KS2 or 3 Suitable for PE lessons on Dance This single lesson is a great way to explore the concept of “kinesphere” in dance Suitable for year 6 and 7 students will explore space to create their own motifs. Teacher must create for themself an 8 count phrases to teach as part of the lesson making use of a range of small and large actions for students to develop. It should be simple enough to pick up quickly

This is single lesson on improving your jumping in dance. It can be used for both BTEC Performing arts dance and GCSE Dance I created this because my students were struggling to really “get off the floor” so we spent one lesson really focused on it.

Subject: Dance Curriculum: Suitable for A Level Dance and BTEC level 2 and 3 Performing Arts Two resources to help your students studying West Side Story Overview of “The Sharks” describing who is who Overview of all characters in West Side Story I found this helped my students understand the story better and later make connections between the dance elements and how they communicate character and relationships.

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

Attached is two full lessons for online learning KS3 Dance. Lesson 1: using a stimulus to describe a dance idea and 3 motif ideas Lesson 2: Creating these motifs and developing Actions, Space and Dynamics At the end of the ppt are suggestions to take this into a full 6 week lesson SOW

This free resource is the first of three lesson workshops exploring how Jerome Robbins builds tension and tells stories through dance. In this lesson students can learn some stylised actions (videos provided) and develop a short group sequence as “The Jets”. This lesson was written for year 8 but can be adapted for older and younger dancers. The final task can also be extended into a second lesson of refining their work ready to perform it. Look out for the next two lessons if you enjoyed this one!

I use the feedback prompts to encourage students to give constructive peer feedback; the non- doers worksheets are handy for students with out kit.

This is an independant learning and devising task that explores the gang relationship between Romeo, Mercutio and Tybalt. Advisable prior knowledge: marking the moment, freezeframes, improvised dialogue, slow motion and stage fighting.