Lesson ACARA Link and Activity Teaching Strategy Resources needed Assessment
Sequence outcomes
ACARA LINKS: Engage: Engage: Space in Formative:
Lesson 1: Safe Use fundamental Discussion: Discussion: room (tables Teachers observe
Dance movement skills to Teacher initiates a Prior pushed back) students through
develop technical skills discussion about safe space knowledge of OSHC room activity. Observe
when practicing dance ‘Today we will consider safe dance. (away from student’s spatial
sequences space, what do you think Questioning other awareness and
(ACADAM002) safe space means?’ (about spatial reception gross motor skills.
After considering students awareness). class) Take photographs
OUTCOMES: responses the teacher will Students Bell – signal as documentation
Students develop explicitly tell students what discuss what it Calming (get permission
spatial safe space means (the space means and music (for from school)
awareness. around us- away from others what it looks cool down) (Bryant & Gallen
Discuss and so we do not accidently hurt like to be ‘safe’ 2003).
develop anyone, personal space, no in dance space.
knowledge of touching etc.).
safe space when Extend/ Develop:
dancing- how Extend/ Develop: Magic Bubble:
their body Magic bubble: Teacher guides
occupies space Teacher asks students to get students to
(Dinham 2017). their magic wand and draw a create a virtual
Students explore safe bubble around bubble around
how the body themselves- students cannot themselves to
can move- go into other people’s be ‘safe’.
isolate and bubbles it is their safe space. Movement activity:
coordinate body The bubble should not pop. moving around the
room
to make Teacher then directs Teacher
movements. students to the movement introduces
activity- moving around the signal to gain
room. Students will move attention.
around room (no music) Students move
without bumping into one around room
another and keeping respecting
distance. Teacher tells personal space
students to scan the room (themselves
and make sure to not pop and peers).
their bubble. Teacher
Before students move observes gross
around room the Teacher motor
identifies the starting and movements
stopping signal for the (walking,
following activity (use bell)- skipping,
What do we do when I ring jumping,
the bell? (students stop, look hopping).
and listen). Teacher asks
Students walk around room, students ‘what
use signal and gain body parts do
attention. Teacher observes we use?’ as this
students (make sure they helps develop
are respecting personal student
space). movement
Teacher then tells students vocabulary and
to skip- what body parts do awareness of
we use when skipping?, this body
then changes to movements
jumping what body parts do (Dinham 2017,
we use when we jump? and p.152).
then hopping what body Teacher ask
parts do we use when we students to use
hop? movements to
Teacher tells students they move around
have to think of two room- students
movements (out of walking, have to think
skipping, jumping and about
hopping) and use these two movements as
movements to get from one well as making
side of the room to the sure they do
other- make sure to tell not run into
students to make sure their others (body
bubble does not pop and spatial
listen for the bell signal. awareness).
Reflect/ Cool down: Reflect/Cool down:
Teacher asks students to sit
on floor- stretch out legs, Cool down is
arms and gently roll neck, recommended
ankles and wrists- butterfly as it calms
stretch etc. students down
Lastly teacher asks students (Dinham 2017).
to lay down and focus on Also stretches
breathing. Calming music student’s
plays and students put hand muscles
on belly (teacher guides Breathing
technique-
deep belly
students through deep belly breathing-
breathing). awareness of
breath
(relaxation).
ACARA LINKS: Engage: Engage: OSHC room Formative:
Lesson 2: Dance: Teacher will have an open Discovering Bell - signal Throughout the
Animal Explore, improvise and discussion with students to prior Smartboard lesson the teachers
Impersonation organise ideas to make determine their prior knowledge. YouTube will be
dance sequences using knowledge of animals by Questioning. Whiteboard documenting
the elements of dance asking prompting questions. and markers students through
(ACADAM001). Extend/ develop: Camera (to observations
Use fundamental These include: document Documenting prior
movement skills to What kind of animals do you Discussion. process) knowledge
develop technical skills have at home? Demonstration/ Observing
when practising dance What animals might you see scaffolding. movements
sequences in your backyard/at the Safe space Photos of student
(ACADAM002). park? strategies participation will
Do you know what an (Dinham 2017). be taken to
Drama: Australian animal is? Creative body- document the
based learning.
Explore role and What do you think is an process (Bryant &
dramatic action in Australian animal? (Teacher Reflect: Gallen 2003).
dramatic play, may need to scaffold and Think, pair,
improvisation and explicitly tell students what share
process drama these animals are). Scaffolding
(ACADRM027). Another teacher can scribe Discussion
these responses on the
OUTCOMES: whiteboard.
Determine prior
knowledge of Extend/ develop:
Australian Introduce the activity- Today
animals. we are going to be exploring
Establish safe how animals move.
space/movement Have a quick recap
practices. discussion about the
Explore and previous lesson on safe
improvise dance, and explain how we
Australian animal will use this in today's
movements. lesson.
Develop gross Students will sit in their own
motor skills. magic bubble facing the
smartboard.
Teacher will have a
discussion about the
different levels in dance,
where students will practice
low to high levels through
the teacher scaffolding.
Students will be shown
videos of four different
Australian animals, where
they will re-enact/ interpret
the moments these animals
make.
Students will first sit and
watch a short clip of the
animal’s movement, where
next they will stand up and
re-enact/ interpret the
movement themselves,
(these steps will be repeated
for all four animals) until a
bell is rung to signal them to
stop.
They will first be shown a
brown snake, where they
will re-enact this on a low
level.
A frog, also on a low level.
A Kangaroo, on a mid-range
to high level.
A Kookaburra on a high
level.
The teacher will then
provide students with the
opportunity to re-enact an
animal or multiple as “Give
Me a Home Among the
Gumtrees” plays in the
background. Students are
encouraged to use a variety
of levels and movements
throughout this.
Reflect:
Think , pair, share.
Students, in a group of two
or three (the peers next to
them), will discuss what they
did during the lesson.
1. Teachers will
provide/prompt students
with guiding questions (e.g.
Discuss what was your
favourite movement? What
was your most challenging
movement? Why do you
think we looked at
Australian animals?).
Educator will walk around
and assist students with
discussion - further guiding
questions.
Teacher will regain attention
and students will discuss
with the rest of their peers
what they spoke about
during the think, pair, share
task.
Creating a brainstorm of
ideas on the board.
ACARA LINKS - Engage: Engage: OSHC room Formative:
Lesson 3: Dance: Fill the space- creative with space Observations of
Explore, improvise and Students will be asked to body-based learning available spatial awareness
organise ideas to make remember some of the (Dawson & Lee 2018). Bell - signal and gross motor
dance sequences using Australian animals they Clapping skills
the elements of dance explored last lesson. The Extend/Develop: sticks Determine which
(ACADAM001). teacher will ask students to This activity will Music (time students are more
practise some ways in which remind permitting) confident in a
Use fundamental these animals move (one students of group situation
movement skills to animal at a time). their safe space Determine
develop technical skills strategies suitability of
when practising dance Extend/Develop: (Dinham 2017) random groupings
sequences and also serves
(ACADAM002). Students will be reminded to group Summative:
about safe space and asked students Teachers may
ACARA OUTCOMES: to fill the space of the room randomly. begin to make
by walking in time with the notes and
Students will clapping sticks, being careful The teacher observations about
revise and not to bump into anyone or with the student work for
practise their thing. clapping sticks the assessment
safe space The teacher will call out will explain that explained below.
techniques. different groupings for students should
Students will students to make (eg. 3 stay in time
work elbows, 4 knees). When with the tempo
collaboratively to students are performing this of the clapping
choreograph a successfully they will be sticks. The
short routine. asked to continue to fill the teacher may
Students will space, but this time using gradually get
perform their the movements of one of faster as
routine to the the specified Australian students gain
class. animals. confident with
Students will The teacher will once again their safe
critically analyse ask students to group, and space.
their own on the final turn students Brainstorming
performances will be informed that they animal
and the will be working in those movements will
performances of groups for the remainder of help give ideas
others the lesson. to students
The class will do another who may be
quick brainstorm about uncertain and is
types of actions and also building
movements that the movement
different animals can vocabulary
perform eg. Hop, flap, jump, (Dinham 2017).
scratch etc.
Reflect:
Students must each choose
one animal and one The teachers
movement that they will will assist
share with their group. In students and
their group they will work to can prompt
put these movements into a them with this
sequence and practise their vocabulary
routine. should they
Informally, groups will need ideas for
perform their routine to the their chosen
class, staying in the place movements.
where they were practising. The teachers
will also ensure
Reflect: that groups are
The teacher will guide self working
and peer feedback for each collaboratively
performance based on: and staying
- I appreciated… focussed.
- I discovered… If there is time
- I wonder… (before the
reflection), the
teachers can
extend students
to think about
the tempo of
their routine
and how they
could change
the tempo to
increase
interest.
Additionally,
time
permitting, the
teacher could
play music for
students to
dance to.
ACARA LINKS - Engage: Engage: Large area Summative:
Lesson 4: Music: Discussion/Recap: Discussion: for The students will be
Create compositions and Firstly, the students and Recapping on movement. assessed on their
perform music to teachers will engage in a prior OSHC room knowledge of
communicate ideas to discussion about what has knowledge of or hall (to understanding dramatised
an audience been learnt so far within the drama, dance not disturb movements of Australian
(ACAMUM082) unit. and music that the other animals, creating a dance
Educators may need to has been class). sequence, while also
Dance: assist and prompt the explored. Bell - signal. relating the
Explore, improvise and students with questions Questioning to Clapping movements/dance to the
organise ideas to make about certain aspects, like prompt sticks. music being played. A
dance sequences using safe space and what animal thinking and Shaker. further important aspect
the elements of dance movements we have looked guide answers. Music for of this lesson is how the
(ACADAM001) at. Educators will student students can
After the discussion, all the talk about dance. collaboratively work
Present dance that students will stand up and rhythm and Calming together.
communicates ideas to find their safe space/bubble tempo, and music (for A rubric will be
an audience, including in the classroom. how their cool down). used (appendix 1).
dance used by cultural To warm up, the students movements Observations will
groups in the will stand in their safe space might differ to be made
community and without moving their the sounds of throughout the
(ACADAM003) legs, the students will move certain music. lesson.
their upper body to the Students will Video recordings of
ACARA OUTCOMES - clapping sticks or shaker. the have the the dance
Students The upper body movements opportunity to sequence (with
demonstrate will need to relate to the practice and permission), to
aural skills by tempo of the sticks or show their refer back to
keeping in time shaker (e.g. sharp or soft understanding (Bryant & Gallen
of rhythm and 2003, p. 196).
when dancing to movements, or fast and slow tempo of
music. movements). music.
Students use the The students will then walk
elements of around the classroom, being Extend/Develop:
dance to make mindful of the space and Main Activity:
and perform others around them. The Educators will
dance sequences students will need to use the same
that carefully listen to the signal (bell)
demonstrate clapping sticks or shaker to used
fundamental know how fast and slow throughout the
movement skills they need to walk. lessons to gain
to represent Extend/Develop: attention when
ideas. Main Activity: needed.
Students Students will be placed into Students will
demonstrate groups, where they will need discuss in their
safe practice to collaboratively work groups the
(safe space). together. different
Each group member will be Australian
an Australian animal, one animals they
that has been explored could be. Here
throughout the unit. educators will
The students will then need go around to
to create a brief dance help students
sequence in their group with their
(Dinham & Chalk 2017, p. group dynamic
165), which relates to the and assist with
chosen Australian animals choosing an
and the movements that the Australian
animals make. The dance
sequence will also need to animal (if
relate to the music. needed).
Depending on if the students When students
are comfortable with are creating
performing, they will share their dance, the
their dance sequence with educators will
the class. Or two groups will observe the
pair up and share their different
dance with each other. elements that
students are
Reflect/Cool Down: including (e.g.
The students will again find the dynamic of
their own safe space. the dance, how
The educators will stand at students are
the front of the class doing using their
cool down stretches that the body, the
students will need to copy. space, the
Calming music will softly be relationships
played in the background. between the
chosen animals
within the
dance (Dinham
2013, p. 161),
which will then
also need to
relate to the
rhythm and
tempo of the
music (Dinham
2013, p. 139).
Educators may
walk around
and asks
students
questions to
assist with the
elements ‘how
does the music
make you want
to move?’,
which may help
students in
understanding
sharp, soft,
slow and fast
movements in
relation to the
music (Dinham
2013, p. 161).
Reflect/Cool down:
By doing the
cool down
activity, it will
help stretch out
the student’s
muscles, and
quieten their
mind (Dinham
& Chalk 2017,
p. 146). Thus,
allowing
students to be
calm when
transitioning to
their next
lesson for the
day (Dinham &
Chalk 2017, p.
146).
