Dance

EYFS

By the end of EYFS the children will be able to:

• Describe how their body feels when still and when exercising.
• Join a range of different movements together.
• Change the speed of their actions.
• Change the style of their movements.
• Create a short movement phrase, which demonstrates their own ideas.
• Control their body when performing a sequence of movements.
• Describe what they, and others, have done.

Year 1

By the end of Year 1 the children will be able to:

• Describe how their body feels when still and when exercising.
• Carry and place equipment safely.
• Copy and repeat actions.
• Put a sequence of actions together to create a motif.
• Vary the speed of their actions.
• Use simple choreographic devices such as unison, canon and mirroring.
• Improvise independently to create a simple dance.
• Perform using a range of actions and body parts with some coordination.
• Perform learnt skills with some control.
• Watch and describe performances.
• Say how they could improve.

Year 2

By the end of Year 2 the children will be able to:

​​​​​​​

• Recognize and describe how the body feels during and after different physical activities.
• Explain what a body needs to stay healthy.
• Copy, remember and repeat actions.
• Create a short motif inspired by a stimulus.
• Change the speed and level of their actions.
• Use simple choreographic devices such as unison, canon and mirroring.
• Use different transitions within a dance motif.
• Move in time to music.
• Improve the timing of their actions.
• Perform sequences of their own composition with coordination.
• Perform learnt skills with increasing control.
• Compete against themselves and others.
• Watch and describe performances and begin to evaluate their own performances.
• Talk about the differences between their work and that of others.

Year 3

By the end of Year 3 the children will be able to:

• Recognise and describe the effects of exercise on the body.
• Know the importance of strength and flexibility for physical activity.
• Explain why it is important to warm up and cool down.
• Improvise with a partner to create a simple dance.
• Create motifs from different stimuli.
• Compare and adapt movements and motifs to create a larger sequence.
• Use simple dance vocabulary to compare and improve their work.
• Perform with some awareness of rhythm and expression.
• Develop the quality of the actions in their performances.
• Perform learnt skills and techniques with control and confidence.
• Compete against themselves and others in a controlled manner.
• Watch, describe and evaluate the effectiveness of a performance.
• Describe how their performance has improved over time.

Year 4

By the end of Year 4 the children will be able to:

• Describe how the body reacts at different times and how this affects performance.
• Explain why exercise is good for your health.
• Know some reasons for warming up and cooling down.
• Identify and repeat the movement patterns and actions of a chosen dance style.
• Compose a dance that reflects the chosen dance style.
• Confidently improvise with a partner or independently.
• Compose longer dance sequences in a small group.
• Demonstrate precision and some control in response to stimuli.
• Vary dynamics and develop actions and motifs in response to stimuli.
• Demonstrate rhythm and spatial awareness.
• Change parts of a dance as a result of self-evaluation.
• Use simple subject-specific vocabulary when comparing and improving work.
• Perform and create sequences with fluency and expression.
• Perform and apply skills and techniques with control and accuracy.
• Watch, describe and evaluate the effectiveness of performances, giving ideas for improvements.
• Modify their use of skills or techniques to achieve a better result.

Year 5

By the end of Year 5 the children will be able to:

• Understand the reasons for warming up and cooling down.
• Explain some safety principles when preparing for and during exercise.
• Identify and repeat the movement patterns and actions of a chosen dance style.
• Compose individual, partner and group dances that reflect the chosen dance style.
• Show a change of pace and timing in movements.
• Develop an awareness of their use of space.
• Demonstrate imagination and creativity in the movements they devise in response to stimuli.
• Use transitions to link motifs smoothly together.
• Improvise with confidence, still demonstrating fluency across the sequence.
• Ensure their actions fir the rhythm of the music.
• Modify parts of a sequence as a result of self and peer evaluation.
• Use more complex dance vocabulary to compare and improve work.
• Perform their own longer, more complex sequences in time to music.
• Consistently perform and apply skills and techniques with accuracy and control.
• Choose and use criteria to evaluate their own and others’ performances.
• Explain why they have used particular skills or techniques, and the effect they have had on their performance.

Year 6

By the end of Year 6 the children will be able to:

• Understand the importance of warming up and cooling down.
• Carry out warm-ups and cool-downs safely and effectively.
• Understand why exercise is good for health, fitness and wellbeing.
• Know ways in which they can become healthier.
• Identify and repeat the movement patterns and actions of a chosen dance style.
• Compose individual, partner and group dances that reflect the chose dance style.
• Use dramatic expression in dance movements and motifs.
• Perform with confidence, using a range of movement patterns.
• Demonstrate strong and controlled movements throughout a dance sequence.
• Combine flexibility, techniques and movements to create a fluent sequence.
• Move appropriately and with the required style in relation to the stimulus.
• Show a change of pace and timing in movements.
• Move rhythmically and accurately in dance sequences.
• Improvise with confidence.
• Dance with fluency and control, linking all movements and ensuring that transitions flow.
• Demonstrate consistent precision.
• Modify some elements of a sequence following self or peer evaluation.
• Use complex dance vocabulary.
• Link actions to create a complex sequence.
• Perform the sequence in time to music.
• Perform and apply a variety of skills and techniques confidently, consistently and with precision.
• Thoroughly evaluate their own and others’ work.