P.E. – Dance

Intent, Implementation and Impact

Subject Key Objective Progression & Development by Year Groups

The following is a guide to help you understand your child’s progression through school.

All lessons are differentiated. This means teachers plan activities that enable the objective to be learned by all children including those who will find the objective challenging, those children who with hard work will secure good progress and those children who can tackle extra stretch and challenge in this subject.

P.E. Dance – Subject Key Objectives by Year Groups


P.E. Dance – Foundation stage:

Children enjoy moving their bodies in different ways


P.E. Dance – Year 1:

Children enjoy moving their bodies with some control.


P.E. Dance – 
Year 2:

Children confidently create movement patterns.


P.E. Dance – 
Year 3:

Children skillfully create controlled movements & patterns.


P.E. Dance – 
Year 4:

With consistency, children repeat controlled movement patterns.


P.E. Dance – 
Year 5:

Children create more complex controlled movement patterns.


P.E. Dance – 
Year 6:

Children skilfully create a series of controlled movement patterns and sequences.


P.E. Dance – Mastery:

With consistency, children repeat series of controlled complex movement patterns and sequences.

Intent, Implementation and Impact

  • Intent

P.E. – Dance

  • Curriculum lead: Mrs Burton

  • Curriculum Statements

EYFS: “They represent their own ideas, thoughts and feelings through dance”

KS1: “To perform dances using simple movement patterns.”

KS2: “To  perform dances using a range of movement patterns”

  • Related Vocabulary

EYFS:
Skip (T1)
Slow (T1)
Fast (T1)

KS1:
Pattern (T2)
Control (T2)
Steps (T1)

KS2:
Sequence (T2)
Composition (T3)
Pathways (T3)

  • Cultural Capital

Children may demonstrate knowledge of the history of dance, and its cultural impact on the world.

They may be able to reflect on different styles of dance, influenced by different cultures and both national and international histories.

Children may demonstrate an awareness of socio-economic influences in different dance histories, such as hip-hop, ballet and folk and begin to compare and contrast the different styles.

  • School aims

  • Achieve beyond expectations
  • Be proud of our community, our school, our achievements and our peers
  • Compete, with the belief that we have every chance of success
  • Develop a culture where we take appropriate risk
  • Enable people to work together, in order to achieve more than we could on our own
  • British Values

  • Democracy

  • Rule of law

  • Individual liberty

  • Mutual respect

  • Tolerance of different faiths & beliefs

  • Implementation

What will be made, produced, performed, or published?

A focussed term of dance as part of the Physical Education curriculum, children will create, practise and perform a minimum of one choreographed piece to their peers, to a chosen piece of relevant music.

  • Sequencing

  • EYFS:  Children enjoy moving their bodies in different ways

  • Year 1:  Children enjoy moving their bodies with some control.

  • Year 2: Children confidently create movement patterns.

  • Year 3: Children skilfully create controlled movements & patterns.
  • Year 4: With consistency, children repeat controlled movement patterns.
  • Year 5:   Children create more complex controlled movement patterns.

  • Year 6:   Children skillfully create a series of controlled movement patterns and sequences.

  • Mastery:   With consistency, children repeat series of controlled complex movement patterns and sequences.

  • Impact

What knowledge will the children have embedded?

Children will be able to demonstrate the skills required to perform their dance. They will be able to work independently and as part of a group to perform to a piece of music. They will recall styles of dance and their features.

What retention may be demonstrated?

Here are some example questions that may be used to assess children’s understanding.

EYFS: How does this music make you feel? Is this music fast or slow?

KS1: Can you clap your hands to this beat? How could you improve your control when dancing?

KS2: How do you make sure your composition is consistent? What sequence did you find the most challenging and why?

This collection of short films and resources will help you understand your child’s progression through school.

The curriculum film resource has been broken down by subject area initially and then by topic area.