53
Let’s Get Moving Thematic Unit Years 6 & 7

Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

Embed Size (px)

Citation preview

Page 1: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

Let’s Get MovingThematic Unit

Years 6 & 7

Page 2: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

Contents

Activity One Street Urchins 5

Activity Two Child Labour 9

Activity Three Street Games 13

Activity Four School Days 18

Activity Five Below Stairs 23

Activity Six Ladies and Gentlemen 26

Activity Seven Christmas Extravaganza 31

Activity Eight Grand Finale 37

Section 01What was life like for Victorian children?

Section 02What was life like in Victorian homes?

Section 03A Victorian Christmas

About this Thematic Unit 1

How to use this Thematic Unit 2

Resources 39

Appendices 46

Section 04Victorian Life

Page 3: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

Acknowledgements

CCEA wishes to acknowledge the work and cooperation from the staff and pupils of St Mary’s Primary School, Cabragh and the following people for their contribution to the development of this Thematic Unit:

Alison Lennon – Seagoe Primary School, Portadown•Chris Scott, Principal – Seagoe Primary School, Portadown•Iris Scarlett, Assistant Advisory Officer – SELB;•Moya Gibson; and•The Northern Ireland Interboard Physical Education Panel for •their kind permission to adapt and use some of the ideas from the Stepping Stones: Adventures in Dance resource.

Page 4: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

1

The unit supports one of the key elements behind the aims and objectives of the Northern Ireland Curriculum, Personal Health, in that it helps children develop an understanding of the importance of exercise in a healthy lifestyle. Many of the activities encourage children to work practically and creatively with others and to share and value others’ ideas and opinions.

Children will have the opportunity to develop some of the skills that meet the requirements of the Northern Ireland Curriculum at Key Stage 2. The focus within this unit is outlined below:

This Thematic Unit is linked to the Years 6/7 ICL Thinking Through the Past. It explores the theme of the Victorians through the context of creative dance, to help children develop positive attitudes towards physical activity and supporting an active lifestyle.

Northern Ireland Curriculum Objective

To develop the young person as an individual.

Key Element Personal Health

Thinking Skills and Personal Capabilities

This Thematic Unit focuses on Being Creative.Children will have opportunities to:

Experiment with ideas and questions;•Make new connections between ideas/information;•Learn and value other people’s ideas; and•Make ideas real by experimenting with different actions.•

There will also be opportunities for children to develop the skills of Working with Others and Thinking, Problem-Solving and Decision-Making.

Cross-Curricular Skills

Where appropriate, learning intentions that relate to cross-curricular skills are signposted. These cross-curricular skills are:

Communication (Comm);•Using Maths (UMaths); and•Using ICT (UICT).•

Connecting the Learning

This Thematic Unit provides teachers with the opportunities to connect learning across the following Areas of Learning:

The Arts; and•The World Around Us.•

Aim The aim of this Thematic Unit is to encourage children to:Develop knowledge, skills and understanding in a range of physical •activities and challenges;Develop thinking skills through a range of movement contexts; and•Develop personal qualities such as taking responsibility, fairness, •working with others and leadership.

About This Thematic Unit

Page 5: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

2

This Thematic Unit consists of:Activities, which are split into:•— Teaching and Learning Suggestions; and— Creative Dance Lesson.‘Let’s Get Moving’ CD, containing music to •accompany the dance lessons.‘Let’s Get Moving’ DVD, with demonstrations of •dance sequences, lessons and an interview with a teacher who trialled this unit.

The series of dance lessons in this unit are adapted from the Stepping Stones: Adventures in Dance pack (Interboard Physical Education Panel). Please note that there is a lot of content within each activity and you may wish to spread each one over a number of lessons. It is not necessary to complete all activities, but remember to adapt Activity 8 to take account of all activities you have covered.

It may be useful to video children performing as a means of supporting evaluation and improving performances. It can also provide a useful recap for children prior to starting Activity 8.

Throughout the following activities children will have opportunities to:

develop increasing competence, control, •co-ordination and spatial awareness in a range of physical skills and be able to refine, extend and perform the skills with improved accuracy and consistency;work individually and cooperatively in pairs and •small groups;develop their responses in movement by exploring, •creating and performing movement phrases in response to different stimuli;be able to make decisions, observe, appreciate, •discuss and evaluate the movements of themselves and others and recognise what makes a good performance;understand the need to wear appropriate clothing •and footwear for different activities;understand the reasons for warming up and •cooling down; anddevelop an understanding of the relationship •between physical activity, good health and well-being.

How to use this Thematic Unit

Page 6: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

SECTION

01What was life like forVictorian children?

Page 7: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young
Page 8: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

5

Section 01 What was life like for Victorian children?

Children will:be able to create a list;•develop their responses in movement by exploring, •creating and performing movement phrases in response to different stimuli; be able to work creatively in small groups; and•be able to make decisions, observe, appreciate, •discuss and evaluate the movements of themselves and others (Comm).

In preparation for the dance activities, children should create a list of activities they might find in a Victorian street. Watch the film ‘Oliver Twist’ or ‘Oliver’ to view pickpocket scenes. Discuss with the children how pickpockets are able to remove items from their unsuspecting victims without being detected. What sort of items might they try to steal? How would a pickpocket approach their intended victim without alerting them to their intentions? Use the ‘Street Urchin and Street Games Action Word Bank’ (Resource A) as a prompt if required.

Activity OneStreet Urchins

Suggested Learning Intentions

Suggested Learning andTeaching Activities

Page 9: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

6

Let’s Get Moving!

Activities Teaching Points

Warm Up

Children walk in and out of the spaces without touching anyone.They gradually increase their pace to a fast walk, then to a jog and then a run.They run sideways and dodge anyone who is obstructing their pathway. Encourage them to run and change direction to use all of the available space. Ask them to run following a partner, without touching them.

Good spacingLight footwork – weight on ballsof feet

Feint and dodge

Touch SequenceChildren run through the spaces - on signal, they ‘touch’ the nearest person on a matching body part, for example:

hand to hand•arm to arm•knee to knee•hip to hip•foot to foot•shoulder to shoulder•

Emphasise quick touch movement and move on Use whole spaceChange direction Quiet footworkGood spacing

Variety of body parts used

Lady and Gentlemen SequenceChildren practise walking through the spaces like a rich Victorian lady or gentleman or elderly person who is moving very slowly and possibly stooped over.

Ask them to practise different gestures, for example: lifting top hat, curtsey/bow, nod/wave, carry and twirl parasol to greet each other.

Slow and controlled

Walk tall

Children work individually on travelling at speeds and in different directions, freezing and gesturing at different levels. They join with four different partners, one at a time, to create pickpocket sequences and perform these as a dance.

While half the class are observing and evaluating the performances, selected children take photographs using the digital camera to support follow-up discussions and to form part of a visual display in the classroom.

Please note: This dance may take three or four sessions to practise and perform.

By the end of this lesson, children will be able to:run and dodge;•work with a number of partners to link several •pickpocketing movements together; andwork in a small group to create a ‘Pickpocket’ •dance (Comm).

Creative Dance - Street Urchins

MUSIC: ‘Let’s Get Moving’ CD, Track 1,‘Pie in the Face Polka’, Henry Mancini

DVD: 1. Street Urchins - Modelling the Sequences 2. Street Urchins - Applying the Sequences

Page 10: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

7

Section 01 What was life like for Victorian children?

Activities Teaching Points

Development

IN PAIRS

Use the Street Urchins - Modelling the Sequences clip from the DVD to watch a performance of the following dance.

Dodge SequenceIn pairs, the children move quickly forwards, backwards and sideways, trying to evade each other yet remaining within touching distance. They ‘touch’ their partner, this time on a different body part, for example:

hand to foot•elbow to knee•toe to stomach•foot to leg•

Quick touch and move on

Tapping SequenceAsk children to change partners. The children practise ‘picking’ pockets from different parts of their partner’s body. When one partner snatches something, the other turns quickly to catch them and they run together. The pairs use scarves, handkerchiefs or scraps of material to snatch very quickly. A typical sequence could be:

Child A follows child B.•A taps B on shoulder.•B stops and looks round.•A quickly snatches handkerchief and turns round to escape.•B grasps A by the waist and the two children run a short distance •together.They repeat the sequence, continuing in the same direction. Repeat a •third time with the children’s roles reversed.

Variety of speed, levels, directions and body partsQuiet, light feet

Introduce a turn, working at different levelsPlan a start and an end to their sequenceRepeat and practise

Quick change of direction and speedHold on to partner’s waist with two hands

High Five SequenceAsk children to change partners. On meeting their new partner, the children walk towards each other, ‘high 5’ and then child A quickly snatches child B’s handkerchief and tries to escape. Child B grabs A’s wrist and spins their partner for one complete circle. They repeat the sequence, changing roles to practise and improve the sequence.

Use a turn or spin to change direction

Practise the gentle ‘snatch’ of the wristVariety of body parts used

Pickpocket SequenceAsk children to change partners. Review and discuss the DVD clip. Ask children to create their own pickpocket sequence.

Over these lessons, encourage half the class to observe and comment/evaluate on the performing pairs, then swap over and repeat.

Which pickpocketing sequence was the most exciting to watch?•Which movements were the best? Why?•

View and discuss the demonstration of the complete pickpocket dance on the DVD. Talk with the class about the different parts of the dance sequence, in particular, the use of four different partners to build up the dance.

Turn around once - leaning away from partner with head up

Page 11: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

8

Let’s Get Moving!

Activities Teaching Points

Dance Framework

Use the Street Urchins - Applying the Sequences DVD clip to watch a performance of the following dance.

Walk, jog and run through spaces.•Perform Dodge Sequence and repeat.•Walk through the spaces, practise Lady and Gentleman sequence •before meeting a new partner.Perform the Tapping Sequence three times.•Repeat the Lady and Gentleman Sequence before meeting a new •partner.Perform High Five Sequence with partner and repeat.•Perform Lady and Gentleman Sequence again before meeting a new •partner.Perform Pickpocket Sequence and repeat.•If finished early, pairs freeze and watch the others until everyone has •completed their own sequence. Perfect stillness by all to conclude the dance.

Good body tension to show strong shapes.

Good photo finish with everyone showing an ending to their sequence using different levels.

Cool Down

Conclude each lesson with appropriate movements that link with the dance motifs practised, for example, lady and gentleman gestures, hiding sequencing, being still at a low level and freezing.

Children practise different parts of the dance, for example, tip-toe behind a partner, when they turn around, crouch or run to avoid being seen.

Further Development

IN GROUPS OF THREE OR FOUR

In small groups, the children discuss and practise possible movements for a pickpocket sequence. Each group member takes a turn as the ‘victim’. For example, one pickpocket distracts the ‘victim’ while the other pickpockets from him. The pickpocket gang then pass the stolen item from one person to another.

Half the class perform while the others observe and comment, they then swap over and repeat. Ask the children:

Which pickpocket gang would have been the most successful? •Could you suggest anything that would improve the sequences?•

Evaluation

Review and consolidate the learning by recapping on the main skills covered (i.e. physical skills, being creative, communication). Discuss the importance of valuing other people’s ideas and making the ideas real by experimenting and practising. Ask how and why particular actions/movements were chosen. Were everyone’s thoughts and opinions heard and appreciated?

Page 12: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

9

Section 01 What was life like for Victorian children?

Children will:use ICT to research, select and present •information (UICT);develop their responses in movement by exploring, •creating and performing movement phrases in response to different stimuli; andbe able to work individually and cooperatively in •pairs and small groups (Comm).

In preparation for the dance activities, ask the class to use ICT to research child labour in Victorian times. Discuss with the class the different types of work children did in factories, mines etc. Why were children used in these industries? What were the working conditions like? Ask the children to generate and display a list of Victorian jobs. Discuss what sort of movement actions Victorian children would have used in these jobs. Use the ‘Child Labour Action Word Bank’ (Resource B) as a prompt if required.

Activity TwoChild Labour

Suggested Learning Intentions Suggested Learning andTeaching Activities

Page 13: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

10

Let’s Get Moving!

Activities Teaching Points

Warm Up

Children travel quickly through all the spaces, being careful not to touch anyone and stop on command. Continually restrict their available workspace but ask them to keep travelling quickly (this encourages children to empathise with the poor working conditions of the time).

Good use of the confined space

Small variety of travelling methods - crawling, sliding and rolling

Development

Going to Work SequenceChildren practise movements such as waking up, stretching, being very cold, tired and hungry. Ask them to use different levels and body shapes. The children practise a variety of movements and choose four. They perform one of these movements at a low level, freeze and hold in position, changing to a medium level (freeze and hold position), then move to a high level (freeze and hold) and finally choose their own level (freeze and hold). Discuss what body parts are on the floor.

Taskmaster SequenceDiscuss the role of the taskmaster and the actions he would perform to line the children up for work. Ask the children how they would react to this bullying. They practise taskmaster action and reaction movements with a partner, swap roles and repeat.

Half the class performs while the other half observes and comments, swap over and repeat. Ask the observers to comment on strong body movements and reactions.

Exaggerate movements

Make sure there is a definite start and finish to your sequence

Exaggerate movements and change roles

Children will experience travelling on different body parts and combining hand/leg actions as if squeezing/crawling through mineshafts. They practise waking up, slowly stretching and then being forced down the mine by the strict and wicked taskmaster. They move into working together in a small group to depict working down the mine. Finally, they leave the mine, reacting to the brightness of daylight, weary and sore and head back to bed again.

Take photographs of the children dancing and use them along with the information from the child labour display.

Please note: It may take three or four sessions to practise the sequences and preform the dance.

By the end of this lesson, children will be able to:travel and gesture as if working in a confined •space;work with a partner to create a sequence of •working down the mine; andcreate a Child Labour dance within a small group.•

Creative Dance - Child Labour

MUSIC: ‘Let’s Get Moving’ CD, Track 2, ‘Theme from “The Molly Maguires”, ‘ Henry Mancini.

DVD: 3. Child Labour - (Dance Framework)

Page 14: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

11

Section 01 What was life like for Victorian children?

Activities Teaching Points

Development (continued)

Into the Mine SequenceThe pairs practise holding a variety of shapes to depict the entrance to the mine, joining different body parts and showing a range of levels.

They practise individual sequences of entering and travelling along the mineshaft (step in, crawl on all fours, curl up, turn and roll). This sequence can be repeated to exit the mine at the end of the dance.

Work SequenceAsk children to think about the actions they would use if working in the mine. They make repetitive arm actions to demonstrate related activities (dragging, lifting, carrying, lowering and sweeping), gradually adding leg and foot movements to the sequence.

They practise the movements individually and then with a partner or in threes. For example, individually, lying on their side using a pick axe, in threes, with one person using strong pushing movements, second person performing a log roll to resemble the wheels of a cart while the third person is pulling at the same time.

Half the class performs while the other half observe and comment, swap over and repeat. Ask the observers to comment on strong body movements and reactions.

Leaving the Mine SequenceThe children practise four actions to demonstrate the impact of facing daylight after being down in the dark mine for many hours.

Questions for observers:Were you able to tell from the actions what the chosen task was down •the mine? What parts did you like and why? •How might a particular dance sequence be improved?•

Ask children to listen to the music and think about how they will start and finish their dance. They must show changes of shape, level, direction and speed in their sequence.

Smooth linksGood timing

Strong pushing and pulling movements

Exaggerate movements and facial expressions

Good use of levelsUse of hand gestures

Continued overleaf

Page 15: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

12

Let’s Get Moving!

Activities Teaching Points

Dance Framework

Divide class into two groups. One half works individually, while the •other half works in groups of threes, fours or fives to develop group sequences.Choose one person to be the taskmaster – they begin the dance by •standing facing away from the class in preparation for the action and reaction sequencesIn a space, the children perform the Going to Work Sequence.•They begin by moving small body parts, eg, feet, arms, fingers, head, •then stretch to take up a low position and freeze. They change to medium level and freeze, then to high level and freeze, finally choose own level to finish and hold position.Perform the Taskmaster Sequence with the task master and two other •children.The taskmaster moves to the other half of class and travels towards •each group to get them into line.Perform the Into the Mine Sequence with the taskmaster leading and •chastising the children.Everyone completes their Work Sequence at least once before •performing the Leaving the Mine Sequence.The children return home and repeat the beginning sequence of the •dance to go to bed.Finish the dance with one child stepping over others to lie down, •blowing out a candle and covering up with a blanket.

Eye mask or different costume to be worn by the taskmaster

Practise at low, medium, high level and then own choice of level

Remember body positions at the different levels

Stand still in a strong positionGroup positions to show different levels and group shape

Show change of level and joining different body parts to form exit and entrance to mine

Exaggerate slow arm and hand movements over face

Cool Down

Ask children to lie in a wide shape on the floor, slowly bringing each limb in tight to their body. Then they slowly stretch each limb out so that they are lying in a wide shape. They practise curling up and covering up as if to go asleep.

Practise the four different shapes that begin and end the dance using different levels. With a partner, they form body shapes to make the entrance/exit to the mine.

Smooth, slow movements

Discuss possible endings to the dance

Further Development

Ask the class to think about and discuss other jobs children had in Victorian times (streetsellers, matchgirl, newspaper boy, oyster sellers, etc.). Link three or four movements together to make a short sequence showing how they would attract customers to buy their wares.

Evaluation

Were pupils able to empathise with the children working in mines? Did they find it easier or harder working in pairs compared to small groups? Which did they prefer and why? What strategies did they put in place to ensure they worked well together?

Page 16: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

13

Section 01 What was life like for Victorian children?

Children will:use ICT to select and use information (UICT);•develop their responses in movement by exploring, •creating and performing movement phrases in response to different stimuli; be able to work creatively in pairs and small •groups; andbe able to make decisions, observe, appreciate, •discuss and evaluate the movements of self and others (Comm).

Activity ThreeStreet Games

Suggested Learning Intentions

In preparation for the dance activities, the class use ICT to research the games that Victorian children played. They create a list of these games and associated action words (use Resource A ‘Street Urchin and Street Games Action Word Bank’ as a prompt, if required). Bring some Victorian games or toys into the classroom or playground, for example, spinning tops, blind man’s buff, marbles, jacks, soldiers, skipping songs and rhymes. The children play and experiment with the games. Ask them to compare and contrast these to the games they play today.

Suggested Learning andTeaching Activities

Page 17: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

14

Let’s Get Moving!

Activities Teaching Points

Warm Up

Children walk through all the spaces without touching anyone, gradually increasing their pace. They try out different ways of travelling quickly (eg skipping, hopping, galloping, running on the balls of the feet) and practise different ways of travelling and freezing.

Ask the class to imagine they are playing hopscotch, clapping rhymes or skipping and to practise these actions.

Call out a game to the class and ask the children to respond quickly with appropriate movements.

Good use of spaceQuiet feet

Freeze at different levels

Exaggerate movements and make big gesturesShow clear change of activity

Development

Hopscotch SequenceThe children play hopscotch – making short hopping sequences beside, behind and away from their partners. They plan the hopscotch grid with their partner and practise a pattern of jumps to use in their sequence and picking up the stone.

The children link these movements into a short sequence, hopping and jumping from one foot to two feet, two feet to one foot, and finally two feet to two feet (five basic jumps can be practised here).

Tag Sequence The children take turns at being chased while playing tag. They dodge from side to side, jump out of the way, side step, feint etc. They imagine getting caught a few times and freeze.

Hop on left/right foot on the spot/moveSafe landingsKeep within controlled areaQuiet feetFreeze at different levels

Tag at different levelsAllow yourself to be caught

Use variety of shapes and levels

Individually, the children use imaginary balls, skipping ropes and hoops to demonstrate how Victorian children would have played in the street. In twos and threes, they create movement sequences for skipping, hopscotch, tag and hide and seek. When they are playing hide and seek or tag, encourage them to use a variety of body parts and to hide at different levels. These movements will come together as a ‘Street Games’ dance.

Please note: This dance may take three or four sessions to practise and perform.

By the end of this lesson, children will be able to:use a variety of travelling methods and freeze on •command;in groups of two or three create a sequence of a •street game; andin small groups decide on actions from each game •and combine them to create a ‘Street Games’ dance.

Creative Dance - Street Games

MUSIC: ‘Let’s Get Moving’ CD, Track 3, ‘Pennywhistle Jig’, Henry Mancini

DVD: 4. Street Games - (Dance Framework)

Page 18: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

15

Section 01 What was life like for Victorian children?

Activities Teaching PointsThey plan a short sequence together, for example:

Child A touches Child B’s knee with hand.•B holds knee turns/spins and jumps into the air landing on two feet.•B touches A’s elbow with hand.•A holds elbow turns/spins and jumps into the air landing on two feet.•They repeat the sequence touching a different body part to tag.•

IN THREESArrange the class into groups of three and assign each a small area to work in.

The groups play tag, taking turns to be ‘it’. They use different body parts to tag with, for example, A tags B’s knee, B tags C’s elbow, C tags A’s foot. The groups develop a sequence incorporating a turn, spin or jump. Remind them to continue the dodging and side stepping movements practised earlier.

They practise a new tag sequence in the same way as they performed in their pairs. Repeat and remember tag sequence.

Hide and SeekGroups get into a starting position to play the game of hide and seek. Child A runs into a space, freezes in a big shape with different body parts touching the floor (eg, two feet and one hand on floor). Child B runs behind/under A’s shape and curls up small to hide. Child C follows B looking high then low for the hider, they then points at B to show that they have found them. All children in the group jump up high and land quietly on two feet before swapping roles and repeating the sequence.

Skipping SequenceThe children practise different skipping rhymes while pretending to turn a rope. They repeat different skipping rhymes chanting the words together and perform the actions, for example, ‘Teddy Bear, Teddy Bear turn around…’ Use the Skipping Cue Card (Resource C) as a prompt.

Clapping SequenceThe groups practise clapping rhymes. They exaggerate the movements with plenty of whole body movements and bending of the knees. Ask them to practise lowering the body to the ground to make different small shapes to hide and moving and freezing in different shapes.

Let go of tagged body part before you jump into the air

Exaggerate actionsChange levelLight footwork on balls of feet

Keep within area/zone Avoid running away too far

Think of a good starting position

Remember the shape you makeSeeker places hand on forehead to show looking/searching Change the level

Learn different rhymes Discuss how to improve the movement sequences

Dance Framework

Divide the class into four groups, ask them to stand in line, facing each other with hands joined.•

Group 3

Group 4

Group 1

Group 2

= LeaderL

L

L

L

Page 19: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

16

Let’s Get Moving!

Activities Teaching Points

The first member of group 1 leads the group by skipping steps to link up •with group 2 in a large circle. This should take up 16 beats of the music. Groups 3 and 4 repeat this skipping routine to form another large circle •(16 beats).Each circle changes direction and skips for a further 16 beats.•They split up into the four original groups, using 16 beats to get into •own quarter of hall to perform their own playground games sequences.

Skipping steps should be light with high knee lift and pointed toes

They repeat their street games sequences for 48 beats. Then each child •joins crossed hands with someone to skip in an anti-clockwise direction to the next quarter of the hall to play a new game (16 beats).

The children perform a new games sequence for 32 beats.•Each group holds hands and moves in an anti-clockwise direction with •skipping steps to form a large circle with the next group. They continue skipping in circle formation (16 beats in one direction and 16 beats in opposite direction).The circles split into two lines again, with the leader at the front. Each •group forms a circle with two children skipping into the centre of the hall to perform a crossed hands ‘burl’.Each circle skips for eight beats in one direction and then skips in the •opposite direction until the end of the music.To finish, each child jumps into the air in a stretched shape, lands •quietly and freezes in a wide stretched shape.

Leader leads line over to a space in a different quarter of the hall before making the smaller circle

Group 3

Hopscotch &Clapping Rhymes

Group 4

Skipping Games

Group 1

Tig + Tag

Group 2

Hide + Seek &Clapping Rhymes

Group 1 Group 2

Group 3 Group 4

Page 20: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

17

Section 01 What was life like for Victorian children?

Activities Teaching Points

Did the children enjoy practising the games? Were they able to play imaginatively and creatively and incorporate them into their sequences? Did they comment effectively on each other’s performances? How did they work together with a partner and in their groups? Could they perform their dance to another class or to their parents? Could any of the games be taught to other children at playtime?

Cool Down

Stand on the spot and lower down to a small tucked shape.Practise some skipping and clapping rhymes.Experiment with different curling and stretching shapes.

Slow controlled movements

Evaluation

Did the children enjoy practising the games? Were they able to play imaginatively and creatively and incorporate them into their sequences? Did they comment effectively on each other’s performances? How did they work together with a partner and in their groups? Could they perform their dance to another class or to their parents? Could any of the games be taught to other children at playtime?

Page 21: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

18

Let’s Get Moving!

Children will:compare and contrast two different times in •history;develop their responses in movement by exploring, •creating and performing movement phrases in response to different stimuli; andbe able to make decisions, observe, appreciate, •discuss and evaluate the movements of themselves and others and recognise what makes a good performance (Comm).

In preparation for the dance activities related to school days, the children should work in groups to find out what school was like in Victorian times. Did everyone go to school? What did they wear? What did they bring to school? How did they get there? What subjects were they taught? Use the ‘School Days Action Word Bank’ (Resource D) as a prompt if required.

Ask the children to compare and contrast this to school today. Work in groups to prepare a two-minute presentation for the rest of the class.

Activity FourSchool Days

Suggested Learning Intentions Suggested Learning andTeaching Activities

Page 22: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

19

Section 01 What was life like for Victorian children?

Activities Teaching Points

Warm Up

Children skip through the spaces, stopping every now and then to skip on the spot.

Weight on the balls of the feetSpacing

Development

Going to SchoolThe children plan a route to school. Encourage them to make it interesting, to show the different ways of travelling and demonstrate changes of speed. What mood are they trying to express? They meet with a friend and travel on together.

Schoolyard Fun and GamesThe children revise the games action sequences from previous lesson. They choose four Victorian games from the previous lesson, plan a short schoolyard sequence and perform this to music.

Half the class performs while the other half observes and comments/evaluates. They then swap over and repeat. What games did they identify? Who performed the most interesting movements?

Classroom SequenceRoll-call: Ask children to think how they would respond to their name being called (raise arm, stand up/sit down).Handwriting: Children write their name in the air, making the writing continuous and as large as possible. Reading: Ask the children to think about how they hold a book when reading. They show the different postures in which you can read. Ask them to make a short sequence of four ‘reading’ actions that can be repeated.

IN GROUPS OF FOURGroups work together to generate different possibilities for a classroom sequence of lining up, filing into the classroom, roll-call, writing, reading, packing up, lining up and leaving school.

Use bell to signify playtime

Use a variety of ideas Smooth links between actions

Encourage use of different levels and directions

Use canon arm actions for roll call

The children work individually to plan a route to school. They then create a short schoolroom action sequence that includes roll-call, handwriting and reading. In groups of four, the children create a ‘School Days’ dance combining a travelling to school sequence, a schoolyard fun and games sequence and a schoolroom sequence. As each group performs their dance in turn, the other groups should film their performance for observation and evaluation back in the classroom.

Please note: It may take three or four sessions to practise the sequences and perform the dance.

By the end of this lesson, children will be able to:skip on the spot and on the move;•work in groups of four, agree on actions to depict a •classroom scene and link them together to form a sequence; andwork together to join three sequences to create a •‘School Days’ dance.

Creative Dance - School Days

MUSIC: ‘Let’s Get Moving’ CD, Track 4, ‘The Thorn Birds Theme’, Henry Mancini

Page 23: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

20

Let’s Get Moving!

Activities Teaching Points

Dance Framework

The groups perform the ‘School Days’ dance, joining together the Going to School, Fun and Games and Classroom Sequences.

Each group performs their sequence in turn while the others observe and comment/evaluate.

Which group performed the most interesting sequence? Why? What did you like about their sequence? What part did you like best? Could you suggest any improvements?

Smooth links

Cool Down

Girls form a line and walk or march around the outside of the hall in a clockwise direction. Boys form a line and walk or march around an inner area of the hall in an anti-clockwise direction.

Swing armsKeep in step with person in front

Evaluation

What did the children think about working in fours? Was it easier or harder than working in pairs? Why? How did they resolve any disputes?

Page 24: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

What was life likein Victorian homes?

SECTION

02

Page 25: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young
Page 26: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

23

Section 02 What was life like in Victorian homes?

Children will:be able to generate a list;•develop their responses in movement by exploring, •creating and performing movement phrases in response to different stimuli; andbe able to make decisions, observe, appreciate, •discuss and evaluate the movements of themselves and others and recognise what makes a good performance (Comm).

In preparation for the dance activities, the children generate a list of the different jobs available in a gentleman’s house, for example, maid, cook, housekeeper, butler, bootboy, stable boy and so on. Discuss who would have done which jobs and the hierarchy within the house. What would the staff’s working and living conditions have been like? Using the ‘Below Stairs Action Word Bank’ (Resource E), the children try to match actions to jobs. They compare and contrast the jobs, and discuss the working and living conditions, then and now.

Activity FiveBelow Stairs

Suggested Learning Intentions Suggested Learning andTeaching Activities

Page 27: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

24

Let’s Get Moving!

Activities Teaching Points

Warm Up

The children skip through the spaces, stopping on command.They skip backwards, stopping on command.They skip on the spot.Then make a skipping sequence that they can repeat.

Quiet, light feetGood use of spaceDirections

Development

Children consider all the jobs the servants would do. They select a number of these jobs and practise some of the associated actions.

Movement SequenceThe children select four actions from those practised to form a short repetitive action sequence, holding each action for four counts. The last action should flow into the first. They repeat the sequence twice.

Half the class performs while the other half observes and comments/evaluates. They then swap over and repeat. What actions can you identify? Did the sequence flow? Whose sequence did you find most interesting? Why?

IN GROUPS OF FOUR

Diamond Action Sequence

1 2 3 4

Exaggerate actions

Add a turn or jump to show a change of level or direction

Each child works individually in the lesson warm-up to create a skipping sequence. They follow this with a short sequence of four actions that demonstrate jobs done in a Victorian gentleman’s house. This sequence should show changes in level and be repeated. In groups of four, the children perform each other’s sequence in turn. Finally, they select one movement from each person’s routine and put them together to form a fifth sequence. All five action sequences should then be put together to form their ‘Below Stairs’ dance.

By the end of this lesson, children will be able to:create a short skipping sequence;•work in a small group and agree on a sequence •that includes an action from each individual’s sequence; andcreate a ‘Below Stairs’ dance within a small group.•

Creative Dance - Below Stairs

SUGGESTED MUSIC: ‘Carraroe Jig’, The Corrs (not supplied).

Page 28: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

25

Section 02 What was life like in Victorian homes?

Activities Teaching PointsThe children stand in a diamond formation as above. The person in front performs their sequence and the three behind copy the leader.Each sequence is finished with a quarter turn clockwise, so there is a new leader. The three children behind now copy the new leader’s sequence.The groups repeat this until all four group members have been leader.Repeat several times.

Group Action SequenceThe groups select one action from each group member’s sequence that will show a contrast of movements and levels. They experiment with a variety of movements from each individual sequence and agree on one that shows changes in movement, direction and level. They perform each action in turn as before, repeating the whole sequence four times.

Timing

Exaggerate movements

Make actions bigShow changes of level

Dance Framework

The groups perform the Diamond Action Sequence, followed by the Group Action Sequence. Repeat four times.

Half the class performs while the other half observes and comments/evaluates. They then swap over and repeat.

Ask children:•Didtheactionsflowandshowcontrastofmovementandlevels?•Whichgroupsequencedidyouthinkwasthebest?•Couldyousuggestanyimprovementstoagroup?

Smooth links

Cool Down

Children side gallop through the spaces. They move to the right and left, change direction and stop on command.

Hands on hipsLook in direction of travelWeight on balls of feet Small steps

Evaluation

Was there a clear group leader or did everyone have a say as to which actions went into the group sequence? How did you choose actions? Discuss the range of levels and shapes used.

Page 29: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

26

Let’s Get Moving!

Children will:be able to respond in movement by exploring, •creating and performing movement phrases in response to different stimuli; work creatively, individually and in small groups; •andbe able to make decisions, observe, appreciate, •discuss and evaluate the movements of themselves and others and recognise what makes a good performance (Comm).

In preparation for the dance activities, organise the class into two groups. One group should consider and create a list of activities associated with Victorian women. The other group should discuss and agree on a list of activities associated with Victorian men. Distribute the ‘Ladies and Gentlemen Action Word Bank’ (Resource F) as a prompt if required.

Activity SixLadies and Gentlemen

Suggested Learning Intentions Suggested Learning andTeaching Activities

Page 30: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

27

Section 02 What was life like in Victorian homes?

Activities Teaching Points

Warm Up

Children walk briskly through the spaces, stopping on command. They walk along a Victorian street as a Victorian lady or gentleman. They occasionally curtsey, nod, raise their hats or shake hands with the people they meet.

Sharp turns and changes of directionSlow, regal walkExaggerate gestures

Development

IN GROUPS OF FOUR TO SIX

Ladies and Gentlemen SequenceEach group decides whether they are a group of ladies, gentlemen or a mixed group. They select several activities/movements to link together to form a sequence.They should consider what group shape to use and whether they will perform all together, one after another or in pairs or trios.They repeat their sequence four times. Half the class performs while the other half observes and comments/evaluates. They then swap over and repeat.

Ask children to identify the activities being performed. Did they think the movements flowed, showing changes of direction and level? Did they find any individual actions particularly interesting?

Make actions big

Smooth links between actions

Changes of levels and directions

Dance Framework

The groups perform their dance sequences in turn. Ask the observers to consider if the sequences flowed. Did they have a favourite group? Could they suggest any improvements to a particular dance? The whole class performs together.

Working individually, each child warms up by imagining they are a Victorian lady or gentleman taking a walk. They practise walking in a slow, controlled manner and gesture occasionally when they pass someone they know. In small groups, the children create two sequences – one demonstrating the activities a Victorian lady would have filled her day with and the second showing the activities a Victorian gentleman would have filled his day with. The groups join the two sequences together to form a whole dance.

By the end of this lesson, children will be able to:walk and gesture like a Victorian lady or •gentleman;in small groups decide on and link several •movements to form a short sequence;perform in unison and in canon; and•join two sequences together to perform a ‘Ladies •and Gentlemen’ dance.

Creative Dance - Ladies and Gentlemen

SUGGESTED MUSIC: ‘I Do Not Love You Isabella’, Cliff Richard (not supplied).

Page 31: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

28

Let’s Get Moving!

Activities Teaching Points

Cool Down

Children lie in a wide shape on the floor, slowly bringing each limb in tight to their bodies. Then they lie in a small tucked shape and slowly stretch each limb out so that they are lying in a wide shape.

Smooth, slow movements

Evaluation

What did the children think about working in slightly larger groups of six? Was it easier or harder than working in fours? How were decisions made and who made them? Were they more confident at appraising and evaluating the movements of others? Can they offer useful advice as to how to improve aspects of each other’s sequences/dances?

Page 32: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

SECTION

03A Victorian Christmas

Page 33: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young
Page 34: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

31

Section 03 A Victorian Christmas

Activity SevenChristmas Extravaganza

Children will:understand how artists use a range of visual •images to convey meaning and evoke a personal response;develop their responses in movement by exploring, •creating and performing movement phrases in response to different stimuli; andbe able to make decisions, observe, appreciate, •discuss and evaluate the movements of themselves and others and recognise what makes a good performance (Comm).

Display a variety of Christmas cards depicting Victorian winter or snow scenes to act as a stimulus for discussion on a typical Victorian Christmas. Organise the class into small groups and ask them to discuss the colours, imagery, patterns and style of snow scenes on a range of cards (see the Victoria and Albert Museum website for examples). The children consider how the colours make them feel, what the image represents, what it makes them think of and if there are any patterns in the scenes.

The class then create their own winter or snow scenes using a range of media. They display their work and discuss their scenes with others.

Suggested Learning Intentions

Suggested Learning andTeaching Activities

Page 35: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

32

Let’s Get Moving!

Activities Teaching Points

Warm Up

Children travel through the spaces as if there is snow on the ground. They make a pattern of footprints in the snow and stop to kick some snow in the air. They imagine they are walking through deep snow, or that they come across an icy patch.

Good use of spaceBig/small careful steps Slide/glide smoothly

Development

IN GROUPS OF FOUR

Snowballing SequenceThe children make a lively action/reaction sequence of throwing and dodging snowballs. They move and stretch at different levels within their allocated area. Groups repeat the sequence twice.

Half the class performs while the other half observes and comments/evaluates. They then swap over and repeat. Ask children to observe if there is lots of movement within each group. Are the groups working at different levels and making interesting shapes?

Duck and dodgeWeave in and out through spaces

Decorate the Tree SequenceThe children shake and wiggle their fingers to twinkle like shiny baubles. They use their hands and fingers to lead the body into gentle turns on the spot, then on the move. The children shoot out their fingers, arms and legs in different directions to look like Christmas stars. They link in some leaps or jumps.

The groups link hands to form a short chain – like a paper chain. The groups ripple up and down, weave through the spaces then stop and form a circle. They link right hands high in the centre and ‘twinkle’, their left hands reach out and twinkle at different levels.

The groups should practise this sequence and repeat it twice.

Half the class performs while the other half observes and comments/evaluates. They then swap over and repeat. Ask the observers to consider if each sequence flows? Are there changes in direction and level? Which group’s performance did they prefer and why?

Different levels and shapesSmooth turns

Soft landingsSharp, jagged movementsSmooth, gentle ripplesReach high in the centreExaggerate movements

The children travel individually through the spaces, pretending there is snow on the ground and that they are making a pattern of footprints in the snow. They explore, practise and perform the movements used when decorating a Christmas tree.

The children work in groups of four to create, practise, repeat, refine and perform a snowballing sequence and a decorating the tree sequence. Each group performs their sequence in turn while the others observe and evaluate the performance.

By the end of this lesson, children will be able to:• moveimaginativelyonsnow/icyground;• workinagroupoffourtocreateasnowballingand

decorate the tree sequence; and• performa‘ChristmasExtravaganza’dance.

Creative Dance - Christmas Extravaganza

SUGGESTED MUSIC: ‘Winter Wonderland’, Darlene Love (not supplied)

Page 36: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

33

Section 03 A Victorian Christmas

Activities Teaching Points

Dance Framework

Each group performs the Snowballing and Decorate the Tree Sequences twice.

Ask the observers to consider which group performed the most interesting dance and why. Could they make any suggestions to improve another group’s performance?

The whole class performs together.

Smooth links

Cool Down

The children glide or slide through the spaces, stopping on command and shivering. Repeat.

Evaluation

Ask the children which sequence they preferred: snowballing , where they came up with their own ideas, or decorating, where they were given more guidance? Can every child comment effectively on their own dance and the dances of others? Did every child offer their creative ideas and have them valued? Did the children learn from and value others’ evaluations?

Page 37: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young
Page 38: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

SECTION

04Victorian Life

Page 39: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young
Page 40: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

37

Section 03 A Victorian Christmas

Children will:be able to work individually and cooperatively in •pairs and small groups (Comm);develop increasing competence, control, •co-ordination and be able to refine, extend and perform the skills with improved accuracy and consistency; andbe able to make decisions, observe, appreciate, •discuss and evaluate the movements of themselves and others and recognise what makes a good performance (Comm).

In preparation for the dance activities, divide the class into seven groups. Each group creates a dance to depict each step in this unit (i.e. Group 1 – Street Urchins, Group 2 – Child Labour, Group 3 – Street Games, Group 4 –School Days, Group 5 – Below Stairs, Group 6 – Ladies and Gentlemen and Group 7 – Christmas Extravaganza).

It is important to allow for planning time in the classroom. Encourage the children to listen actively and share opinions, respect the views and opinions of others and reach agreements using negotiation and compromise. They may find it useful to make a written or pictorial record of the dance sequence before moving to the hall to practise and perform.

Activity EightGrand Finale

Suggested Learning Intentions Suggested Learning andTeaching Activities

Page 41: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

38

Let’s Get Moving!

Activities Teaching Points

Warm Up

The children gallop forwards through the spaces, leading with their left foot then swapping to the right foot. They gallop sideways in both directions. Then the children combine galloping forwards and sideways to form a short repeatable sequence.

Good use of spaceQuiet feet Hands on hipsLook in direction of travelWeight on balls of feetSmall steps

Development

IN GROUPS

Each group works on their own particular sequence, to include changes of speed, level, direction and a variety of movements. Ensure the children experiment and work on different possibilities and alternative solutions so everyone’s ideas are included in their group dance.

Each group performs their sequence in turn as the ‘Grand Finale’.

Ask children to comment on each group’s sequence (was it clear what they were doing, did the sequence have variety, did it flow).

Smooth linksExaggerate movements

Evaluation

Did the dance activities give children the opportunity for self-expression and to work onand value their own and others’ creativity? Did the children increase their ability to evaluate the performances of others? Did they learn from and value others’ opinions? What did they learn from working in groups?

Following a short warm-up, each group practises and refines their dance. They then perform in turn. Film the ‘Grand Finale’ for appraisal, evaluation and celebration back in the classroom. A ’photo story’ style could be used to display the dances. If possible, the class could perform the dance for another class, in an assembly or at an open night.

By the end of this lesson, children will be able to:• experimentwithideas,turnthemintoactionsand

learn to value the worth of everyone’s opinion in a group;

• createandperformadancetodepicteachparticular aspect of the unit; and

• observe,discuss,evaluateandcelebratethedancesequences of each group.

Creative Dance - Grand Finale

Page 42: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

Resources

39

Page 43: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

40

Resource AStreet Urchin and Street Games Action Word Banks

Street Urchin

play run skip hop jump search roll

hide dodge look crouch touch spin turn

throw catch leap bowl chant whip stagger

quick slide reach push pull chase wriggle

slow walk crawl stoop drag seek slither

slide bend twist turn lift carry squeeze

Street Games

hopscotch spinning a top soldiers tag

hide & seek bowling a hoop jacks skipping

grandma’s footsteps ball games diabolo

blindman’s buff singing rhymes marbles

Page 44: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

41

Resource BChild Labour Action Word Bank

Brickworks

lift carry pass lower bend stretch repetitive

Chimney Sweep

climb crawl squeeze wriggle lift grasp

twist turn reach brush lower scrape

bend stretch fall inch grip slither

Mills

crawl squeeze slide wriggle turn twist

reach pull push stoop drag gather

Mines

crawl squeeze slide wriggle dig load

stoop drag pull push shovel hack

bend stretch creep slither slip slow

Streetsellers

wave gesture bend stretch proffer

Page 45: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

42

Resource CSkipping Cue CardDeveloping Fundamental Movement Skills

Teaching points CuesRhythmical and relaxed. A lower knee lift usually characterises a more proficient pattern.*

Perform on the balls of feet.

Head stable, eyes focused forward.

Arms move in opposition to legs.*

*Initial Skill Criteria

Step forward with right foot and hop on it, then the left foot. “Step forward and hop up”.Hold the child’s hand and skip with them so that they can feel rhythm. “Step-hop, step -hop”. “One and, two and…

Heel raised off the ground. Drive forward with swing leg.

Head held steady.Chest pushed forward and out.

“Spring” and “Swing”.

Intervene if you see CuesThe movement is arrhythmic and lacks rhythm.

Arms not moving to assist action.

Not flexing ankles, knees and hips.

Landing flat-footed - not timing the arm action to match the leg action.

Head and eyes looking down.

Use musical instruments or hands to clap the step hop beat.

Arms move not stiff.

Bend your knees for a soft fairy landing.

Land on a “sponge” i.e. squashy landing. Always bend knees on landing.

Look forward.

Use musical instruments or hands to clap the step-hop beat.

Page 46: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

43

Resource DSchool Days Action Word Bank

walk run chase sing

skip happy throw

hop march toss hide

leap spin catch

seek read sit gesture

write stand hold

raise sad lower

Page 47: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

44

Resource EBelow Stairs Action Word Bank

scrubbing sweeping

dusting mopping

washing tidying

ironing carpet beating

polishing lay table

light fire serve meals

fetch/carry hang washing

peeling chopping

stirringattend master/mistress

layout clothing

dressing fill bath

brush hair supervising

gardening groom horse

clean stables saddle horse

clean tack sow

plough reap

harvest hoe

stack hay dig

Page 48: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

45

Resource FLadies and Gentlemen Action Word Bank

Ladies

dressing reading

sewing walking

servants carriage

entertaining ride

writing croquet

tennis instructing

Gentlemen

riding shooting

hunting reading

writing tennis

entertaining croquet

supervising

Page 49: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

46

Appendix 1Creative Dance Movements Using The Theme Of The Victorians

STIMULUSHISTORY

Daily LifeChildren

Rich and PoorSchools

ACCOMPANIMENTVoice

PercussionCD of related music

RELATIONSHIPSIndividuals

PairsGroups 3/4

WHAT?Whole bodyBody shapeBody parts

WHERE?Space - General and Personal

PathwaysLevels

DirectionsSpeeds

MOVEMENTS

HOW?rhythmic

quickskiphopslide

wrigglereachpushrun

chase

repetitiveslowwalkjumpcrawlstoopdragpullhideleap

Appendices

Page 50: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

47

Appendix 2Issues Covered In The Theme Of The Victorians

VICTORIANS

RichGentlemen - hunting - shooting - ridingMerchantsLandownersLadies - sewing - (needlepoint) - reading - entertaining - carriage ride - croquet - tennis

Social events - ball - opera

Queen Victoria(1837 – 1901)Royal FamilyPrince AlbertConsortPrincePrincessPalaceAristocracyEarlDukeViscountLord

PoorWorkhouseFactories

ServantsMaid CookHousekeeperGovernessNannyButlerCoachmanGroomStableboy

Famous VictoriansWilliam GladstoneBenjamin DisraeliCharles DarwinDavid LivingstoneMary KinsleyEdward LandseerJoseph TurnerWilliam WordsworthAlfred TennysonGilbert and SullivanGeorge StephensonW G GraceFlorence NightingaleElizabeth GaskellGeorge Eliot (Mary Ann Evans)

Stories‘Oliver Twist’ – Charles Dickens‘The Water Babies’ – Charles Kinsley

InventionsBox cameraTelegraphTelephoneHorseless carriage

RuralFarmerFarm-handsPloughSowReapHarvestScytheHaystack

ChildrenStreet urchinsChild labour: - chimney sweep - mines - mills - brickworks - streetsellers

Games and ToysGrandma’s footstepsHopscotchHide and SeekSkippingMarbles

School

Page 51: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

48

List of Suggested Resources

MusicHenri Mancini and James Galway: In the Pink – ASIN: B000002W83

‘Pie in the Face Polka’ •Theme from ‘The Molly Maguires’•‘Pennywhistle Jig’•‘The Thorn Birds Theme’•

The Corrs: Forgiven, not Forgotten – ASIN: B000057RFA‘Toss the Feathers’•‘Carraroe Jig’•

Cliff Richards: The Wedding – ASIN: B00005J7X‘I do not love you Isabella’•

Phil Spector: A Christmas Gift for You – ASIN: B00006RY1RDarlene Love: Winter Wonderland•

Books

Stepping Stones: Adventures in Dance Resource (Interboard Physical Education Panel:1996)

Film‘Oliver Twist’ (2006)‘Oliver’ (1968)‘The Water Babies’ (1978)

WebsitesThe National Gallerywww.nationalgallery.org.uk

BBC Learning – Victorianswww.bbc.co.uk/schools/victorians/

Victoria and Albert Museum – Museum of Childhoodwww.vam.ac.uk/moc/

CCEA accepts no responsibility or liability for any material supplied by or contained inany of the linked websites and does not necessarily endorse the views expressedwithin them. We cannot guarantee that these links will work all of the time andwe have no control over availability of the linked pages.

Page 52: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

This DVD supports the activities within section 1 of the thematic unit. It provides footage of a primary school class dance sequences and completed dances for: Pickpockets, Child labour and Street Games.

The DVD also includes a short interview with Damien McAnespie, Year 7 teacher from St Mary’s Primary School, Cabragh, who outlines how he used the thematic unit with his class.

CCEA wishes to acknowledge the following for their assistance in the production of this DVD:

Damian Kelly (Principal), Damien McAnespie (teacher) and his Year 7 class, St Mary’s Primary School, Cabragh, Dungannon;

Iris Scarlett, Assistant Advisory Officer (PE), SELB; and

Moya Gibson, teacher and dance consultant.

The audio CD provides music for Section 1 of this thematic unit and where appropriate is listed within the dance lessons.

Music included:Track 1: Pie in the face Polka (2.27)Pie in the Face PolkaComposed by Henri ManciniPublished Courtesy of Universal Music

Track 2: Theme from “The Molly Maguires” (3.06)Theme from “The Molly Maguires”Composed by Henri ManciniPublished Courtesy of Universal Music

Track 3: Pennywhistle Jig (2.08)Pennywhistle JigComposed by Henri ManciniPublished Courtesy of Universal Music

Track 4: “The Thorn Birds Theme” (3.01) “The Thorn Birds Theme”Composed by Henri ManciniPublished Courtesy of Warner Records

DVD and Audio CD Insert in hard copy of book

Page 53: Let’s Get Moving Thematic Unit - CCEAccea.org.uk/.../docs/.../thematic_units/year6_7/tu_lets_get_moving.pdf · Let’s Get Moving Thematic Unit Years 6 & 7. ... To develop the young

A CCEA Publication © 2008