01223 71 22 73
 office@barrington.cambs.sch.uk
  01223 71 22 73
 
 

Key Stage 1

  • Participate in team games, developing simple tactics for attacking and defending.
  • Perform dances using simple movement patterns.
  • Swimming and water safety: take swimming instruction either in Key Stage 1 or Key Stage 2.

Key Stage 2

  • Play competitive games, modified where appropriate, such as football, netball, rounders, cricket, hockey, basketball, badminton and tennis and apply basic principles suitable for attacking and defending.
  • Take part in gymnastics activities.
  • Take part in athletics activities.
  • Perform dances.
  • Take part in outdoor and adventurous activity challenges both individually and within a team.
  • Swimming and water safety: take swimming instruction either in Key Stage 1 or Key Stage 2.


Term 1 (September – December)
Term 2 (January – April)
Term 3 (April – July)
Class 1
Ball & Motor skills
Gymnastics, Movement & Ball games
Running, Movement, Throwing & Catching & Tri-Golf
Class 2
Ball & Motor skills
Gymnastics, Movement & Ball games
Athletics & Striking & fielding activities
Class 3
Invasion games (Football, Tag-Rugby, Dodgeball)
Gymnastics & Net/Wall games (Basketball, Volleyball, Tennis)
Athletics, UniHoc & Striking & Fielding games (Cricket, Rounder’s)
Class 4
Invasion games (Football, Tag-Rugby, Dodgeball)
Gymnastics & Net/Wall games (Basketball, Volleyball, Tennis)
Athletics, UniHoc & Striking & Fielding games (Cricket, Rounder’s)
 

2015/16


Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Key Stage 1
  • Develop control of travelling steps and turns.
  • Use fabrics and ribbons within dance sequences.
  • Use excerpts from Write dance programme to link dance and fine motor skills.
  • Movements using circles, zig zags and straight lines.
  • Explore differences between light and heavy movements. Travelling and on-the spot.
  • Learn dance sequence. Perform with different dynamics.
  • Learn and choreograph dance sequences to a wide range of music.
  • Discuss differences in tempo and mood.
  • Learn a traditional square dance and circle dance.
  • Use steps and formations to create own versions.
  • Use shapes and number as stimuli for creating movements and dance sequences.
  • Share work with class and make observations of other work.
Key Stage 2
  • Develop control of travelling steps, turns and jumps.
  • Create movement sequences linking steps in different ways.
  • Develop timing and dancing in unison with others.
  • Watch videos of dance groups such as diversity for examples of unison and canon.
  • Create dances in response to stimuli.
  • Discover ways to develop movements by changing tempo, levels or adding arm movements, turns and jumps into sequences.
  • Learn dances from other cultures. In groups research dances and learn some steps and movements.
  • Share learning with peers and teach some of the steps.
  • Learn a piece of dance repertoire.
  • Explore ways of using steps or movements to create own dances including varying the style of dance used.
  • Choose from a range of music to choreograph dance sequences.
  • Develop work in groups over a few weeks and present work to others.
 

Dance Curriculum 2014/15


Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Key Stage 1
  • Developing basic co-ordination skills.
  • Jump and land with two feet and bent knees.
  • Turn and remain on balance, add a range of arm movements.
  • Clap and beat rhythm of music.
  • Understanding of ‘on the spot’ and travelling movements.
  • Developing use of space, moving at different levels and speeds.
  • Travel along different pathways
  • Follow simple dance sequences.
  • Use narrative as stimulus for dance.
  • Watch examples of narrative dances.
  • Start to choreograph dance sequences alone and in partners/groups.
  • Develop awareness of moving in co-ordination with others, dancing in time with others and the music.
  • Develop non-verbal communication skills.
  • Follow dance sequences in different styles
  • Watch videos of dances from repertoire and different cultures.
  • Learn dance sequences utilising steps and style.
  • Use as a basis for own choreographies.
  • Develop dance sequences using a specified set of steps of choreographic elements.
  • Perform dances in front of class and make observations about peers work.
Key Stage 2
  • Reinforce and develop understanding of dance elements terminology including levels, tempo, formations, unison and canon.
  • Use range of elements within choreography.
  • Choreograph dances to a specific theme / stimulus.
  • Develop observation skills and give peer feedback.
  • Explore different ways to use formations within choreographies.
  • Look at example video clips and use ideas within group work.
  • Develop awareness of music.
  • Count in beats and bars. Identify instruments in the music.
  • Dance to different parts such as rhythm or melody.
  • Dance and choreograph to a range music.
  • Learn a dance from another culture.
  • Discuss difference in music and instruments and religious or traditional aspects of dance.
  • Use steps and music to create own choreographies in style.
  • Create dances related to a topical issue. Develop ways of using dance to express ideas and feelings.
  • Share work with others and give peer feedback.

 

 Barrington C of E Primary School

Haslingfield Road
Barrington
Cambridgeshire
CB22 7RG
United Kingdom

  01223 71 22 73
  office@barrington.cambs.sch.uk

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