Level 2 Award in Dance Leadership
Session / Aim / Activities / Resources / Assessment OpportunitiesUnit / Learning Outcomes / Assessment Criteria
Term 2
1 / Introduction
Positive Role Models / Introduction
- Explanation of Course Expectations: What students will learn, how the course is set out, the types of evidence required, ways of working, and what students will have achieved by the end of the course.
- Famous Dance Leaders: looking at the pictures, students identify the different roles the exemplar leaders play, the skills and qualities they demonstrate and the values they stand for.
- Discussion of how Leaders: handle situations, deal with conflict, behave around others, theoretical underpinning of leadership – to help others grow.
- Prepare a short presentation on a chosen leader to share with the group. Highlighting the skills, qualities and values of the chosen leader and decision making in selecting the chosen leader.
Photographs
Worksheets 1.1 & 1.2 / 1 / 1 & 2 / 1.1 1.2 1.3
2.1 2.2 2.3
2 / Safeguarding / What is Safeguarding?
- Defining the term ‘safeguarding’
- Describing a minimum of three reasons why safeguarding for dance sessions is important
- Describing a minimum of three benefits of safeguarding for dance sessions
- ‘The Children Act 2004' set out the below outcomes in statute, as well as the Government’s approach to the well-being of children and young people from birth to age 19:
Legal and Ethical Responsibilities
- Discussion of what ‘duty of care’ means within dance lessons
- Describing at least four legal and four ethical responsibilities of a dance leader
- Identify at least three potential areas where safeguarding of participants may be required.
- Additionally explain how to report these safeguarding issues with any further information and sources of support.
Worksheet 3.2
Worksheet 3.2
Worksheets 3.3 & 3.4 / 2 / 1,2 & 3 / 1.1
1.2
1.3
3 / Plan, lead and evaluate dance sessions / Warming-up
- An introduction to the importance of warming up and using the warm up as a tool for learning dance material.
- Students generate a simple and fun warm-up session for dancers.
- Identify and describe a minimum of five behaviours that are and are not acceptable as a participant
- Identify and describe a minimum of five behaviours that are and are not acceptable as a sports leader
- For both positive and negative behaviour describe three ways that behaviour can impact the sports leader
- As a team, students generate a poster advertising the Dance Leaders lunchtime workshop lessons.
4.2
4.4
4 / Plan, lead and evaluate dance sessions / Teaching Introduction Workshop
- The team lead on delivering a short dance workshop to students, delivering an introduction detailing the aim of the workshops, dance workshop rules and overview of the workshops.
- Practical warm up and short dance activity
- Reviewing the session and describing a minimum of four verbal and four non-verbal communications methods
- Students work as a team to complete the two tasks presented to them, to help them explore different ways of communicating and effective communication:
See Hear Speak Move Gesture Game / Observation of Learner Worksheet 4.9 (tutor)
Worksheet 4.4 / 4 / 4 / 4.1
4.2
4.4
4.7
5 / Plan, lead and evaluate dance sessions / Structure of a Session Activity
- Students participate in a short activity, whereby, they gain an overview of how different sessions may be structured
- Explain the purpose of at least three components that make up a dance session.
- Discussion of how structure may aid or hinder creativity and the importance of responding to student learning within the classroom.
- Why is it important to motivate participants?
- List three potential effects of a lack of motivation during a sport/activity session
- Students plan the second workshop, with a focus on the structuring and sequencing of tasks.
Worksheet 4.2 / 4 / 4 / 4.1
4.2
6 / Plan, lead and evaluate dance sessions / Teaching Second Introduction Workshop
- The team lead on delivering the second dance workshop to students, with the focus on structuring and sequencing of tasks.
- Evaluation of the second workshop and the particular use of structuring and sequencing tasks
4.2
4.3
Term 3
7 / Inclusivity / What is Inclusion?
- Discussion of what inclusion entails, when inclusion activities may need to be considered and importance of inclusivity within all dance lessons.
- Students experience a lesson which incorporates different inclusive strategies and discuss their observations, of what they found difficult, what they enjoyed, which strategies were effective and the importance of communication.
2.1 2.2 2.3
8 / Inclusivity / Meeting with Head of Nurture Group
- Identifying key needs within the nurture groups and possible strategies to support learning.
- Students to describe at least three different learning requirements participants might have, and state different methods of inclusion alongside, when to use them to support that individual.
- Completing the table describing at least three different impacts that not catering for differing needs might have on the participants, whole group and the session.
- Explain a minimum of two effects on participation when the dance sessions are too challenging or too easy. Discussion of how to make dance activities:
SEND Strategies
Worksheet 2.3 / 2 / 1 & 2 / 1.1 1.2 1.3 1.4
2.1 2.2 2.3
9 / Inclusivity / Planning two dance workshops with the Nurture Group
- Discussion of the use of the following:
Space - larger, smaller, more/less markings.
Number of Dancers - more/less people, different groups.
Pace - faster, slower, more/less breaks.
- Organising and completing two lesson plans for a series of two workshops with the Nurture Group. Discussion of accessible themes and topics, dance styles, and engaging and accessible activities.
- Using experience of the short workshops delivered so far, students discuss the key aspects to consider when planning a workshop.
- Brief discussion of how the workshops will develop over the term.
Worksheet 4.8 / 2 / 4 / 4.6
10-11 / Inclusivity / Leading and Delivering the two inclusive dance workshops
- Students complete the two series of after-school dance workshops with students
- Now that the learners have identified what factors can affect the delivery of a dance session and how to deal with the dilemma, they should now be given the opportunity to put these skills into practice.
- Learners should be encouraged to continually evaluate the participants during a dance session to ensure they are delivering a fun and appropriate session.
- During the delivery of dance sessions, learners should take the time to check the progress of the participants so that they can assess their needs and adapt if needed. A well planned session is no use if the leader does not take on board the participants' needs throughout the lesson.
3.2
12 / Inclusivity / Evaluation of Inclusive Workshops
Completion of Evaluation worksheet of What Went Well and Even Better If of the two inclusive workshops / Worksheets 2.7 & 2.8 / 4 / 6 / 6.1
Term 4
13 / Dance Styles / Dance Styles
- Ask learners to collect as many leaflets, pictures, information, newspaper articles, photographs and posters about dance as they can.
- From the research learners must select and research three styles of dance. One of these must have originated from the United Kingdom and two from other parts of the world. Students will need to select the music to suite their chosen dance styles.
- Learners can create a 16 count dance motif based upon one of the dance styles researched. Learners should teach their peers the motif.
- Encourage learners to create a dance piece for a dance style they are unfamiliar with. This will develop their confidence in leading a range of styles
Exploring and utilising some of the following:
Repetition - repeat parts or all of it.
Fragmentation - change the order.
Change the dynamics - to all or part of it.
Change levels - to all or part of it.
Change directions - once or several times.
Enlarge or exaggerate - all or selected actions.
Condense or shrink - all or selected actions.
Retrograde - perform all or some of it backwards/in reverse.
Structuring the dance activity
- Students consider the various forms of structuring dance routines and adapt their piece using some of the following:
Rondo Form
Narrative Form / Worksheets 6.1, 6.2 & 6.3 / 6 / 1, 2 & 3 / 1.11.2 1.3
2.1 2.2 2.3
3.1 3.2 3.3
14 / Dance Stimulus / Exploring the concept of a dance stimulus
Learning a short routine and discussing how the routine stems from the chosen stimulus and potential other ways the stimulus could be explored.
Choreography using a dance stimulus activity
Students chose a stimulus and craft their own choreography around the starting point. / Worksheets 6.1, 6.2 & 6.3 / 6 / 1, 2 & 3 / 1.11.2 1.3
2.1 2.2 2.3
3.1 3.2 3.3
15 / Plan, lead and evaluate dance sessions / What do I need to prepare?
- Considering the following for the series of workshops with students: Self, Venue, Knowledge, Facilities, Aim of session, Equipment, Time/duration, Safety, Session plan, Participants
- Individually planning a series of sessions, deciding upon:
The number, age and ability of the participants
The appropriate equipment needed. / Worksheet 4.7
Worksheet 4.3 / 4 / 4 / 4.1
16 / Plan, lead and evaluate dance sessions / Teach Workshop 1
- Delivering and leading the workshop, introducing students to the dance style and stimulus for the term.
- What Went Well and Even Better If
4.2
4.3
4.4
4.5
4.6
4.7
17 / Plan, lead and evaluate dance sessions / Teach Workshop 2
- Delivering and leading the workshop, introducing students to the dance style and stimulus for the term.
- What Went Well and Even Better If
4.2
4.3
4.4
4.5
4.6
4.7
18 / Plan, lead and evaluate dance sessions / Teach Workshop 3
- Delivering and leading the workshop, introducing students to the dance style and stimulus for the term.
- What Went Well and Even Better If
4.2
4.3
4.4
4.5
4.6
4.7
19-20 / Plan, lead and evaluate dance sessions / Continuation of Workshops
Continuation of Workshops for Students who have not yet taught their workshops / 4 / 4 / 4.1
4.2
4.3
4.4
4.5
4.6
4.7
Term 5
19 / Events / Range of Dance Events
- Creating a Spider-Diagram of different dance events
- In groups, students discuss the differences between two different types of events and dance competition set-up, and how the participants may contrast. Particular focus here is on highlighting two advantages and disadvantages for each event.
- Exploration of the seven different types of competition: Ladder
Competitions Activity
- In groups, students create a mini competition using one of these formats and reflect on:
What effect the competition format would have on: the participants? the time? the environment?
The roles of those within the organising group.
The responsibilities each individual must undertake.
At the end of the task, create an event 'To Do List', identifying the main organisational points. / Worksheets 5.1 & 5.2
Worksheet 5.3 / 5 / 1 / 1.1 1.2 1.3
20 / Planning a Dance Event / Planning for the Summer Dance Showcase
- Discussion of the overall purpose of the dance showcase and background information which is required
- Organisational requirements for the event
- Safety issues to consider
- Naming the Summer Dance Showcase and Creating a Running-order and rehearsal schedule
- Healthy and safety - risk assessment to be done,
- First Aider to be present
- Receiving permission off managers or head teachers of the centre,
- To have a procedure for an emergency situation and to inform the correct personnel
- Identifying and organising roles and responsibilities required for the event and who will be taking these roles on
- Considering individual role within the Summer Dance Showcase and the following questions:
What do you need to make happen before the showcase? / Worksheets 5.4, 5.5 & 5.6
Worksheets 5.7 & 5.8 / 5 / 2 & 3 / 2.1 2.2 2.3
3.1 3.2 3.3
21 / Summer Dance Showcase / Summer Dance Showcase
- Meeting before the showcase to remind of roles and responsibilities and overview of the rehearsal schedule and the running of the event itself
- Students undertake role and responsibilities for the Summer Dance Showcase
- Evaluating What Went Well during the Showcase and Even Better If
- Did I enjoy my role? Why?
- Was I clear and confident in my role?
- Did people listen to me? Did I listen to others?
- Did I work well under pressure?
- Was I aware of health and safety issues?
- Was I suited to the role? Why?
- What went particularly well for me during the competition/event?
- What went wrong during the event?
- What were my good skills and qualities?
- What areas did I feel less comfortable in and what do I need to improve?
- Each learner should independently evaluate the role they played throughout the planning and delivery of the event or competition.
- They should clearly identify the role they played, the responsibilities they were given and evaluate both appropriately.
- When they have completed their evaluation, ask each working group to present their findings.
- They must provide examples of how their evaluation will be used in the planning of future events or competitions.
- Activity
5.1 5.2 5.3
Term 6
22 / Pathways in Dance / Introduction to National Dance Organisations
- Conservatoires and Universities
- Dance Competitions
- Dance Organisations
Pathways Research Activity
- Research national/local dance organisations:
Their ethos
Target Audience
Entry Requirements
Progression
Course Content
Personal Careers Activity
Students research and share with the group a career pathway that is of particular interest to them. / PowerPoint
Worksheet 7.1
Worksheet 7.2 / 7 / 1 & 2 / 1.11.2 1.3
2.1 2.2 2.3