Dance and gymnastics

Physical Education

Secondary

GCSE dance pupils choreograph a duet, for KS3/4 PE or gymnastics

With a GCSE dance piece by a boy and a girl, this short video is designed for use as a classroom resource with Key Stage 3/4 physical education (PE) or dance and gymnastics students. The two secondary pupils perform a duet based on the film Moulin Rouge, at Lister Community School in London.

Choreograph a Duet: Red Light

Dance choreography for a solo piece, for KS3/KS4 PE or gymnastics

With a GCSE dance piece about a tsunami, this short video is designed for use as a classroom resource in Key Stage 3/4 physical education (PE) or dance and gymnastics lessons. A student from Lister Community School in London performs a solo he has devised about the 2004 Indian Ocean tsunami, using flexible, flowing movements and body extensions in this lesson starter for secondary pupils.

Choreograph a Solo: Tsunami

A PE teacher leads a group of Year 9 boys in a dance class

Ricardo Green, a newly qualified PE teacher at Cumberland Specialist Sports College, attempts to introduce dance to his reluctant Year 9 boys. Students Grant and Kojo would much rather be playing football, but after watching a video of two teenagers performing energetic and free-running movements, they decide to have a go. Ricardo leads his class in a sequence of high knees, jumps, half press-ups and turns. He then asks students to work in pairs to create their own routine using some of the moves. The boys make some promising progress and enjoy the dance class more than they thought they would.

KS3/4 Dance - Boy, You Can Dance

Increasing awareness of dance at Key Stage 3

This programme takes a look at how one school in east London is using workshops to increase awareness of dance at Key Stage 3. Year 8 pupils at Jo Richardson School are introduced to different styles of dance including Street, Lindy Hop and Bharata Natyam (South Indian) during a two-day programme designed to raise dance awareness. Dance artist and teacher Suba Subramaniam talks with PE teacher and deputy head Lisa Keane, dance specialist Anna Hope and dance artists Frank Wilson and Leon Hazelwood about teaching dance to this age range. We watch dance workshops in action and hear from the dance artists, teachers and pupils about what they have learnt. In a final performance, pupils present short dance pieces they have created during the two-day course.

KS3/4 Dance - Introducing Dance at KS3

Working with students to develop their performance skills

An in-depth analysis of how one school is working with its GCSE students to develop their performance skills to the levels required. At Lister School in the London borough of Newham, dance artist Suba Subramaniam introduces head of dance Heather Coke and GCSE dance moderator Kathy Sexton. The group workshop and talk about creating complex motifs and developing them for the choreography component of GCSE dance. We also see a small group of Year 10 pupils working with Kathy or Heather on their solo and ensemble pieces - Michael, Terry, Jade and Mumona integrate their solo pieces into a group performance for their mock exam. Later we meet three Year 11 pupils, Kasminder, Joseph and who perform and talk about their GCSE dance pieces. Find out from head of dance Heather Coke and GCSE dance moderator Kathy Sexton how to go about creating complex motifs required for GCSE dance.

KS3/4 Dance - Motifs and Development

A group of male teachers learn to dance for the first time

Fiona Smith, artistic director of Kick Start, is on a mission to encourage more boys to dance. Here, she leads a group of male student PE teachers in a lesson to demonstrate how dance can inspire male students to express their strength, agility and power. Fiona teaches the group four contrasting movements and then asks the class to work in pairs, building a sequence around the theme of "brothers". Alex and Mark, two first year student teachers, who are more at home on the rugby pitch, rise to the occasion on their first dance class. Sam, a second year student, says he believes the new PE curriculum offers more opportunities for both pupils and teachers. Find out more as the student teachers talk about overcoming the stigma of being a dancer, discuss the balance that dance gives to the curriculum and explore the benefits of men teaching dance.

KS3/4 Dance - You Should be Dancing

Letting pupils take ownership of their learning

Motivating GCSE maths pupils has been identified as a national problem. In this programme, a group of Hampshire maths teachers meets up to discuss some new projects they've been trying out in their individual schools. With organisers Alison Clark-Wilson from the Maths Centre at University College Chichester and maths inspector and advisor for Hampshire Ron Taylor, the group draws up a list of work habits they want to encourage in their students, such as: <ul> <li> Taking ownership of their learning </li> <li> Being motivated and engaged by the activities </li> <li> Developing critical thinking </li> </ul> They also discuss the need, when teaching at KS4, to exploit the more imaginative approaches they use at KS3, particularly avoiding the excessive use of textbooks. The programme then observes a Year 10 lesson involving pupils in Fareham collecting their own data and using graphical calculators to create scatter graphs. The class teacher and the rest of the group then analyse its success.

KS3/4 Maths - Motivating Maths at GCSE: Getting Away from the Textbook

How introducing innovative PE practices has got girls involved

This programme takes a detailed look at Priesthorpe, a specialist sports college in Leeds. It explores how their introduction of innovative practices in PE have motivated girls to participate and created a culture of change. When it comes to achieving government targets of two hours of school sport per week, girls are lagging behind. In spite of increased provision, research indicates that at Key Stage 3, up to 40 per cent of girls are dropping out. The PE staff at Priesthorpe have introduced a range of measures to overcome these obstacles which are making a difference. These include: <ul> <li>Changes to the PE kit</li> <li>Widening the range of activities available to girls</li> <li>Offering more choice</li> <li>The introduction of dance to the curriculum</li> </ul> Jo Graham is in her third year of teaching and has introduced GCSE dance to the curriculum. It's a popular choice. Lisa Arundale managed a gym for 12 years before being headhunted by Priesthorpe to become their first community sports coach specialising in dance.

KS3/4 PE - Motivating Girls 1

More teaching and learning strategies to engage girls

Priesthorpe is a specialist sports college in Leeds. This programme looks at the teaching and learning strategies used in their PE lessons to successfully engage girls and motivate them to learn. PE teachers Jo Graham and Pam Nicholas are working together to teach their lessons. Focusing on a Year 9 rhythmic gymnastics lesson, we explore the techniques they use to differentiate and provide feedback to pupils, and to one another. In 2004, GCSE dance was introduced to the curriculum. PE teacher Jo Graham talks us through both the theory and practice of a GCSE dance lesson and we see how video playback is used to encourage girls to comment on their own and others' performances. Key to Priesthorpe's success in getting girls to take part are: <ul><li>Assessment for learning</li> <li>Team teaching</li> <li>Good use of ICT</li></ul>

KS3/4 PE - Motivating Girls 2

A look at the benefits of dance in the curriculum

A look at how dancing has taken off at Perryfields High School in Oldbury, after it was introduced into the curriculum. At Perryfields, dancing can be seen in the classroom, on the stage and even in the playground, turning break times into show times. Perryfields is now promoting a new and ambitious project to give everyone in the country aged five to 19 the chance to dance in front of an audience. The U.Dance project, run by Youth Dance England, aims to demonstrate how performance dancing can stimulate creativity as well as fitness. Hip hop star Kymberlee Jay, who describes herself as a plus size dancer, tells pupils that anyone can learn how to dance given the right opportunity and encouragement.

Professional Development for Quality Teaching

Subjects

> Secondary Physical Education

> Dance and gymnastics