TEAM Performing Arts

SCHEME OF LEARNING

Programme / Course:

Edexcel BTEC Level 3 Extended Diploma in Performing Arts

Tutor Paula Scales

Subject: Unit 49 Developing Movement Skills

16th December 2013
Cours
e Wk
No

1
2/09

Topic AND

Dates: 02 Sept 2013 - w/c

Teaching &
Learning
Strategies

Objectives/Outcomes
Induction Taught
routine from Mama Mia

Lesson outcomes by the end of the

session, learners will
be able to
1. To provide
background
information to
Mamma Mia
2. Recall and
demonstrate short
sequence of
movement
3. Create 8 counts of
movement

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.

Lesson outcomes by the end of the

session, learners will
be able to
1. Demonstrate the 5
actions
2. Link and perform
short action
sequences
3. Devise short
sequence
demonstrating the 5
actions
2
9/09

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)

Lesson outcomes by the end of the

session, learners will
be able to
1. List the different
elements of the use
of space
2. Identify the impact
of the use of space
3. Include these
elements into a
short devised
movement piece
3
16/09

Action and Space

1. Physical Warm up
2. Recap the 5 Actions
and the use of
space
3. Teach-led short
sequence to link
action and space
together.
4. Students explore
action and space
movement
possibilities and
create short
sequence.
5. Rehearsal
Lesson outcomes by the end of the
session, learners will
be able to
1. Perform a short
sequence linking
action and the use
of space together
2. Link action and the
use of space

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

Peers support each

other to develop work
stronger students
with students who
need support.
Brake down exercises
and add additional
correction to
technique for stronger
students.

Maths keep time

with the music and
be able to count
entrances and
exits. Add and take
movements to and
from each other
English Contribution to
discussion and
record information
concisely and be
able to detect and
record points of
view
E-Learning Spell
zone independent
study quiz to
support learning

together
4
23/09

Action and Space

1. Physical Warm up
2. Evaluate short
sequences
3. Improve work and
technique.
4. Rehearsal and
Performance
5. Ist Assessment
evaluate
performance reevaluation

Teacher-led warmup/technique.
Evaluation
Peer and selfassessment
Rehearsal repetition

Lesson outcomes by the end of the

session, learners will
be able to
1. Perform movement
sequence with
accuracy
2. Evaluate
performance
5
30/09

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

Leave the efforts

visible as a prompt
for students.
Reduce or add the
number of efforts
in the sequence
being devised.
Ensure students
have equal
opportunity to take
part in discussion

E- Learning- Use its

learning complete
booklet.

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

6. Identify areas that

could be incorporated
into routine discipline,
dynamics, formations,
teamwork.
Lesson outcomes by the end of the
session, learners will
be able to
1. Identify and list
differing types of
dynamics
2. Show how these
can add interest to
a routine
3. Create short
sequence using
Labans effort table
Following trip to the
theatre
1. Identify dynamics
used in the
performance
2. Consider
formations and
teamwork.
3. Include these into
devised pieces
6
7/10

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

Lesson outcomes by the end of the

session, learners will
be able to
1. Identify and list the
different types of
relationships
2. Incorporate
different
relationships into
devised pieces
3. To show trust and
weight-bearing into
the routine.
Dynamics and
Relationships
Physical warm up
1. Recap dynamics and
relationships
2. Link the two
movement
components
together to create
short sequences.
3. Evaluate short
sequences
4. Improve work and
technique.
5. Rehearsal

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.

beats of the music

for entrances and
exits and stillness
within the
movement piece..

Handouts
PowerPoint
Workbook
DVD examples
iPod - range of
music
Speaker System
Mirrors
Video camera

Selfevaluation/analysis
Peer and tutor
assessment
Q&A
Observation

Lesson outcomes by the end of the

session, learners will
be able to
1. Perform a short
sequence linking
relationships and
dynamics together
2. Link dynamics and
relationships
together

Leave the efforts

visible as a prompt
for students.
Reduce or add the
number of efforts
in the sequence
being devised.
Lengthen or
shorten the
sequence to
stretch and
challenge.
Students to have
equal
parts/exposure in
the dance
sequence.

E- Learning- Use its

learning complete
booklet.

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- Learning- Use its

learning complete
booklet

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

Lesson outcomes by the end of the

session, learners will
be able to
1. Perform movement
sequence with
accuracy
2. Evaluate
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

Leave the efforts

visible as a prompt
for students.
Reduce or add the
number of efforts
in the sequence
being devised.
Lengthen or
shorten the
sequence to
stretch and
challenge.
Students have
equal time for the
assessment and
for feedback.

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.

E- Learning- Use its

learning complete
booklet

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.

Lesson outcomes by the end of the

session, learners will
be able to
1. Recall the four
components
2. Link all four
components
together to create
short routine
3. Identify a stimulus
to work from
4. Evaluate sequences
created
10
11/11

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

Split the groups of

performers to
create a balanced
group, strong
students
supporting weaker
students.
Stretch students to
be competent and
controlled and
develop to pay
attention to detail.
Students included
and given equal
opportunity to
provide examples.

Handouts
Workbook

Selfevaluation/analysis
8

Chunk information and

sequences of

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

Trip to London to see

West End Musical and
Trade day at Royal
Opera House. Local
production (alternative)
Alternative to live
performance - watch
musical on screen in
the coppice theatre

4. Identify areas that

could be
incorporated into
devised sequence.

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

Peer and tutor

assessment
Q&A
Observation
Recorded evidence

movement

Lesson outcomes by the end of the

session, learners will
be able to
1. Show extension
within their
movements
2. 2. Continue to
develop devised
pieces
12
25/11

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

4. Evaluate and adapt

devise piece based
on observations.
5. Embed observations
from the
live/recorded
performance.
6. Consider physical
contact in routines

comfortably
within sequence
to cater for
different beliefs
etc.

Lesson outcomes by the end of the

session, learners will
be able to
1. Show the attention
to detail and
effectiveness
2. Incorporate
physical contact in
routines
3. Adapt sequences
from evaluation
outcomes
13
2/12

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

Lesson outcomes by the end of the

session, learners will
be able to
1. Perform with good
body posture
2. Show
good
extension
and

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

English write peer

assessments and
self-evaluations.
Provide verbal
feedback to peers.
Maths work
through the
number of
suggestions for
improvement.
Continue to count
musical phases.
E- Learning- Use its
learning complete
booklet

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.

Chunk information and

sequences of
movement
Develop one section at
a time.

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.

E- Learning- Use its

learning complete
booklet and
evaluations.

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

E- Learning- Use its

learning complete
booklet and submit