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Our Dance Curriculum Book

by Clare Walsh

Mount Carmel Values

Our aim is for every child to leave here an Ambassador of Christ.
Our values are deeply rooted in the high expectations that we have of each child in the school. Our Values permeate across the school through children's learning, friendships, behaviour and leadership.
Our values come from the Church.

C - consideration
H - helpfulness
U - unity
R - respect
C - commitment
H - honesty

Our British Values

Our children learn about our British Values through 5 areas. These are discussed at whole school liturgies and during lunch times. We are committed to serving our community, with the strong belief that we are one school for all.

Our Power Values

Our aim is for every child to leave with the power to make a positive change in the world. Through our subjects there are five themes that we believe are integral with teaching children how to become powerful adults.

We ensure that these themes run through our subjects. Children learn about 5 areas of power - Education, Religion, Resources, People and Legacy.

Our aim for your child by the time they leave Mount Carmel.

Pupils will continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They will develop an understanding of how to improve in different dance activities and learn how to evaluate and recognise their own success.

Pupils will be taught to:

perform dances using a range of movement patterns

compare their performances with previous ones and demonstrate improvement to achieve their personal best

The Power of Learning

How Dance is taught across the school

Y1

Y1

Y1

Streamers,
Conkers, playing with a ball.
Through Dance, for children to actions in response to a stimuli. To perform basic dance movements and know how their body feels.

Fog and Sunshine
and Washing Day – children will be
able to perform basic dance actions with some understanding of mood and feeling.
Understanding the difference between heavy and light.

The Rainbow Fish and Going on a Bear Hunt.
Children will perform basic dance movements of travelling, jumping, turning, gesture, and shape. They will need to vary speeds, directions and pathways.

The Power of Learning

How Dance is taught across the school

Y2

Y2

Y2

Children to learn basic dance routines. To look at creating their own movements. Looking at different levels, speed and choose appropriate actions for dance. To look at contrasts in weight (dynamic elements)
Music from The Cat
Balloons and Reach for the stars..

To dance with a partner and in three’s responding to different stimuli (music,
bubbles, poem.)
To show contrasts in shape, speed and size.
Music – Friends, Bubbles and Shadows

For children to demonstrate the ability to hold clear body shapes both in movement and stillness. To improvise an idea. To be able to perform a whole dance narrative and be able to recognise dance phrases.

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The Power of Learning

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How Dance is taught across the school

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Y3

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Y3

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Y3

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For children to display clarity of body shape extension, balance and footwork, to dance with greater control. To use simple movement patterns to structure dance phrases on their own and in different group formations.
MUSIC: The explorers and the Hornpipe.

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Children to
respond
imaginatively to a strong stimuli. They will create simple motifs which they will repeat and embed in to their
dynamic
performance.

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For children to perform with greater control, fluency and co-ordination. They will improvise freely, translating ideas from a stimulus in to movement. They will perform dances with an awareness of rhythmic, dynamic and expressive qualities.

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The Power of Learning

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How Dance is taught across the school

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Y4

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Y4

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Y4

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For children to perform the act of jumping with finer control. To think about their body shape and link using appropriate
transitional
movement. To work and use different group formations to interpret ideas.

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For children to understand that the ideas initiated by the stimulus can be translated in to movement. They will display how to link movements in a logical sequence. To work on meeting/parting and action/reaction.
Music: Snooker
Championships and Record and Remember.

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For children to develop a motif using speed and actions. They will refine, repeat, and remember dance phases. They will start to capture the mood of the dance.

Music – Wimbledon and Musical Statues

The Power of Learning

How Dance is taught across the school

Y5

Y5

Y5

To perform basic dance routines with increased control. To
perform their dances
expressively and with different group formations. They will display the ability to use a range of
compositional devices with emphasis on group
organisations.

Children will demonstrate the ability to translate ideas in to movement phases. They will be able to perform sections showing clear mood changes and feelings.

Music: City Life and Pleased to see you.

For children to demonstrate the ability to translate the narrative ideas in to movement. To change and vary the use of relationships and perform with awareness. To work constructively on compositional work.

The Power of Learning

How Dance is taught across the school

Y6

Y6

Y6

For children to work creatively and imaginatively in their dance. They need to perform expressively and sensitively to
accompaniment. To use basic
compositional
principles when creating dances.

Music: Theseus and the minotaur and Cradle

For children to be able to fine tune their dance skills to reflect precision fluency. They will choose appropriate dynamics to
colour their movement.
They will use a range of compositional devices; motif
development, repetition and group organisation.
MUSIC: The Rainforest, Hunting in unknown territory

For children to display
dynamics to
colour the movement. Their combinations of movement how clarity and accuracy. They will link movements together in a logical sequence.
MUSIC: Flight from Danger

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