Beruflich Dokumente
Kultur Dokumente
SCHEME OF LEARNING
Programme / Course:
1
2/09
Topic AND
Teaching &
Learning
Strategies
Objectives/Outcomes
Induction Taught
routine from Mama Mia
Action
1. Physical Warm - up
2. Introduce
the
5
actions
(Jump,
Travelling, Turning,
Gesture
and
Stillness)
students
will be able to
list/explain
and
Teacher led
taught routine command style
Group discussion
Evaluation peer,
self and tutor.
Create sections to
routine so
students can
create movement
that is
comfortable/famili
ar to them and
origins.
Provide enough
time so each
student can give
input.
Teacher led
warmup/technique
class - command
style
Group discussion
Evaluation peer,
self and tutor
Resources
/Aids
Assessment of
learning
Methods
ipod
Speaker
system
handouts
Handouts
PowerPoint
Workbook
DVD examples
ipod
Speaker System
Mirrors
Video camera
1
Q&A
Tutor/Peer
assessment
Observation
Q&A
Observation
Peer
demonstration
Opportunities for
differentiation
Creating own
movement
Working in pairs allow students to
select partner.
Different tempos
within the
exercises.
Add/remove steps
to the short
sequences.
Stronger students
working with
Opportunities for
equality and
diversity, Maths
and English and ELearning
Counting musical
phases
Understanding the
words of the song
English Contributions to
discussion and
present information
and ideas clearly
Maths Counting
beats and number
of steps in an
exercise and
demonstrate
the
actions)
3. Short sequences for
the
individual
5
actions.
4. Link
Actions
together
5. Students devise a
short sequence.
Repetition
Devising
Movement
sequences
weaker students
when devising
sequences.
Include coordinated arm
movements
sequence.
E-Learning
Research
independent study.
Space
1. Physical Warm up
2. Introduce the use of
space and the
different forms of
space (group
formations to levels,
directions, body
shape, pathways
and dimensions)
3. Consider the impact
space can have on a
choreographic/perfo
rmance piece.
4. Explore space and
the movement
possibilities.
5. Short sequences
which use different
forms of space
Teacher led
warmup/technique
class
Different styles of
music to warm-up
Contrasting/style
music for devised
sequence.
Group discussion
Group tasks and
discussion
Evaluation peer,
self and tutor
Workbooks
Consider the
range of
movements and
how people travel
Handouts
Workbook
DVD examples
ipod
Speaker System
Mirrors
Video camera
Q&A
Observation
Peer
demonstration
Filming work/peer
and selfassessment
Brake movement
into smaller
section
Expand movement
which is accurately
reproduced with
further technical
difficulty.
Reduce or increase
the number of
elements to the
sequences.
English Contribution to
discussion and
record information
concisely.
Enter information
into log books.
Maths count
rhythms and
identify areas
where rhythm is
correct or needs
improvement
E-Learning Spell
zone independent
study quiz to
support learning
6. Students devise a
short sequence.
depending on
cultural influences
i.e. Russia (Vast)
Teacher led
technique class
Group discussion
Evaluation peer,
self and tutor
Workbooks
Warm up Differing music
some with strong
beats and some
slower less
obvious cultural
influences
Ensure everyone
is included in the
sequence and has
equal parts the
sequence.
Handouts
PowerPoint
Workbook
DVD examples
ipod
Speaker System
Mirrors
Video camera
Q&A
Observation
Peer
demonstration
Filming work/peer
and selfassessment
together
4
23/09
Teacher-led warmup/technique.
Evaluation
Peer and selfassessment
Rehearsal repetition
Dynamics
1. Physical warm-up
2. Introduce the
Dynamics and the
Laban effort table.
3. Explore Efforts and
create a movement
for each effort.
4. Link the efforts
together to create a
sequence.
5. Students devise a
short sequence.
Trip to Oldham
Coliseum to see
professional production
Chicago
Alternative to live
Teacher-led warmup/technique.
Music for warm up
will be varied different styles
and cultural
influences
Demonstration
Use of repetition
Break the efforts
in to individual
efforts then link
together.
Feedback
Theatre
Theatre
technician
Music
Ipod - range of
music for warm
up
Workbooks
Mirrors
Video camera
2nd marker
Marking
criteria/Assignme
nt brief
Handouts
Workbook
DVD examples
ipod
Speaker System
Mirrors
Video camera
Selfevaluation/analysis
Peer and tutor
assessment
Individual feedback
2nd Marker
Selfevaluation/analysis
Peer and tutor
assessment
Q&A
Observation
1 to 1
feedback/discussio
n
Tracking
Peer evaluation
and interactions to
develop and
improve the work
for performance.
Performas to
support evaluation
of performance
Equal time given to
students for
assessment and
rehearsal
English
understanding and
providing
adjectives to the
efforts/words
identified by
Laban.
Maths Counting
the efforts,
counting the efforts
within the routine
and the beats of
the music.
English Contribution to
discussion and
record information
concisely and be
able to detect and
record points of
view Use a range
of sentence
structures.
Maths - keep time
with the music and
be able to count
entrances and
exits. Add
movement
sequences
together.
E-LearningResearching Laban
and e-mailing work
to tutor.
Watch Chicago on
performance - watch
musical on DVD
YouTube
Relationships
1. Physical warm-up
2. Discuss different
types of
relationships.
3. Explore trust and
weight bearing
exercises
4. Watch Troyison R
Maliphant.
5. Create short
Teacher-led warmup/technique.
Demonstration command style
Use of repetition
Visual examples
analysis/evaluatio
ns and DVD
Social issues
connected with
different
Handouts
Workbook
DVD examples
ipod
Speaker System
Mirrors
Video camera
Selfevaluation/analysis
Peer and tutor
assessment
Q&A
Observation
Develop a couple
of relationships
then increase the
number.
Add additional
movement skills
English
understanding and
providing examples
of relationships.
Discussion and
evaluating the
performances.
Recording
information in
workbook.
Maths Counting
physical Theatre
sequence.
7
14/10
relationships/cultu
ral differences.
Place students
into equal group
allow students to
have some input
into who they are
working with.
Guided discovery
Teacher-led warmup/technique.
Demonstration
Use of repetition
Break the
dynamics and
relationships into
individual
movement skills
then link together.
Consider different
relationships in
differing culture.
Handouts
PowerPoint
Workbook
DVD examples
iPod - range of
music
Speaker System
Mirrors
Video camera
Selfevaluation/analysis
Peer and tutor
assessment
Q&A
Observation
English Contribution to
discussion and
record information
concisely and be
able to detect and
record points of
view Use a range
of sentence
structures.
Maths - keep time
with the music and
be able to count
entrances and
exits. Add
movement
sequences
together.
8
21/10
Dynamics and
Relationships
1. Physical warm
up
2. Evaluate short
sequences
3. Improve work
and technique.
4. Rehearsal and
Performance
Rehearsal and
Performance
2nd Assessment
evaluation performance
28/10
Half term
9
4/11
Devised movement
piece Four
components
1. Physical warm up
2. Recap the four
components
3. Tasks to link the
movements
together
4. Working from a
Teacher led
technique
class
-command
style
Group
discussion
Evaluation
peer, self and
tutor
Visual analysis
of recorded
work.
Rehearsal practice style
Ensure respect
is given to
individuals
performance
and opinions.
Teacher led
technique class
Group discussion
Evaluation peer,
self and tutor
Visual analysis of
recorded work to
be used as a
recap.
Theatre
Theatre
technician
Music
ipod
Workbooks
Mirrors
Video camera
Marking
criteria/Assignme
nt brief
2nd Marker
Selfevaluation/analysis
Peer and tutor
assessment
2nd Marker
Handouts
PowerPoint
Workbook
DVD examples
ipod
Speaker System
Mirrors
Video camera
stimulus (book,
Picture, Social
7
Selfevaluation/analysis
Peer and tutor
assessment
Q&A
Observation
Group discussion
Split the
movement skills
into individual
tasks
Link more skills
together to stretch
and challenge.
English Contribution to
discussion and
record information
concisely and be
able to detect and
record points of
view Use a range
of sentence
structures and fit
for purpose.
Maths - keep time
with the music and
be able to count
entrances and
exits. Add
movement
sequences
together.
English Contribution to
discussion. Present
ideas clearly with
purpose and
relevant to
discussion.
Maths- Counting
beats and number
stimulus (book,
Picture, Social
issues) Devise
movement from the
theme.
1. Physical warm up
2. Develop devised
piece
3. Record work and
self/peer evaluation
4. Adapt devised piece
based on
observations from
evaluation
Lesson outcomes by the end of the
session, learners will
be able to
1. Adapt sequences
from evaluation
outcomes
2. Continue to
develop devised
pieces
11
18/11
1. Physical warm up
2. Working on
Stimulus
(picture, story,
social)
Allow
opportunities for
each student to
express their
interpretation of
the theme and
influences are
included.
issues)
Teacher led
technique class command style
Group discussion
Evaluation peer,
self and tutor
Visual analysis of
recorded work. reciprocal and
practice styles
Stimulus
(picture, story,
social).
Opportunity to
add feedback
from the
evaluation ensure students
respect others
opinion
Teacher led
technique class
Handouts
Workbook
iPod
Speaker System
Mirrors
Video camera
Selfevaluation/analysis
Peer and tutor
assessment
Q&A
Observation
Recorded evidence
Group discussion
Handouts
Workbook
Selfevaluation/analysis
8
of steps in an
exercise and
sequence.
E-LearningResearching source
for devised
movement.
Selecting own
music for devised
piece.
English Contribution to
discussion. Present
ideas clearly with
purpose and
relevant to
discussion.
Identify the
purpose of texts in
order to develop
into performance
pieces.
Maths work out
the number of
counts and phases
in the sequence.
E-LearningResearching source
for devised
movement.
English Contribution to
extension of
movements
3. Continue to devise
assessment piece
Group discussion
Evaluation peer,
self and tutor
Visual analysis of
recorded work.
Stimulus
(picture, story,
social).
Consider the
cultural factors
concerned with
the performance
going to watch
themes and social
issues.
Investigate ways
for all students to
access a theatre
visit if possible.
DVD examples
iPod
Speaker System
Mirrors
Video camera
Teacher led
technique class
Group discussion
Evaluation peer,
self and tutor
Visual analysis of
recorded work.
Consider physical
contact in
routines and how
this may affect
individuals - place
students
Handouts
Workbook
DVD examples
iPod
Speaker System
Mirrors
Video camera
Props
Stimuli sources
being used
movement
1. Physical warm up
2. Continue to develop
extension and
consider projection
3. Continue to develop
devised piece
making sure all
components are
included within the
piece use of
imagination,
attention to detail
and effectiveness.
Selfevaluation/analysis
Peer and tutor
assessment
Q&A
Observation
Recorded evidence
1-1 and small
group discussion.
Chunk information
and sequences of
movement
Develop one
section at a time.
Opportunities to
put forward
suggestions for
each student
discussion and
record information
concisely and be
able to detect and
record points of
view. Identify the
purpose of texts in
order to develop
into performance
pieces
Maths Counting
phases
E- Learning- Use its
learning complete
booklet.
Collect information
in connection with
the trip
background history
theatre to be
visited.
English Consider
more complex
information and be
able to present
information clearly.
Maths Counting
phases
E- Learning- Use its
learning complete
booklet. Research
devised piece
sources
comfortably
within sequence
to cater for
different beliefs
etc.
1. Physical warm up
2. Continue to develop
extension and
projection whilst
considering body
posture
3. Rehearse devised
piece
4. Evaluate and adapt
devise piece based
on observations
Teacher led
technique class command
Group discussion
Evaluation peer,
self and tutor
Visual analysis of
recorded work.
Equal time given
to students to
develop work
Handouts
Workbook
DVD examples
iPod - different
styles of music
for warm up and
technique class.
Speaker System
Mirrors
Video camera
Props
Selfevaluation/analysis
Peer and tutor
assessment
Q&A
Observation
Recorded evidence
Chunk information
and sequences of
movement
Develop one
section at a time
Students given
equal opportunity
to offer
suggestions.
10
projection
whilst
performing devised
piece.
3. Adapt performance
piece
into
the
performance space.
14
9/12
1. Physical warm up
2. Rehearse
assessment pieces
3. Peer/tutor assess
Lesson outcomes by the end of the
session, learners will
be able to
1. Refine the
movement piece
based on the
feedback given and
from evaluations
15
16/12
Assessment
1. Physical warm up
2. Evaluate short
sequences
3. Improve work and
technique.
4. Rehearsal and
Performance Assessment
evaluate
performance
Lesson outcomes by the end of the
session, learners will
be able to
1. Refine the
Teacher led
technique class
Group discussion
Evaluation peer,
self and tutor
Visual analysis of
recorded work.
Reciprocal and
practice styles
Allow time for
rehearsal and
individual
feedback.
Allow equal time
for the feedback.
Ensure students
have breaks as
required
Teacher led
technique class
Group discussion
Evaluation peer, self
and tutor
Visual analysis of
recorded work.
Rehearsal time
Theatre
Theatre
technician
Music
iPod
Workbooks
Mirrors
Video
camera/watch
back
Props if required
Selfevaluation/analysis
Peer and tutor
assessment
Q&A
Observation
Recorded evidence
1-1 and small
group discussion.
Theatre
Theatre
technician
Music
ipod
Workbooks
Mirrors
Video
camera/tripod
Marking
criteria/Assignme
nt brief
2nd Marker
Selfevaluation/analysis
Peer and tutor
assessment
Q&A
Observation
Recorded evidence
2nd marker
11
Give additional
time for setting up
for performance.
Re-establish/recap
the required
outcomes of the
assessment
Equal time for
assessment and
feedback given to
students
English Consider
more complex
information and be
able to present
information clearly.
Maths Counting
phases.
English Contribution to
discussion and
record information
concisely and be
able to detect and
record points of
view Use a range
of sentence
structures and fit
for purpose.
Maths keep in
time with the music
and count the
phases of
movement.
movement piece
based on the
feedback given and
from evaluations
2. Perform to an
audience
12