Safe dance practice Unit of work By Ashley Jones and Hannah Sherwood EDST4093

1. Unit of Study
Safe Dance Practice
Stage Five Dance
Ashley Jones and
Hannah Sherwood
EDST 4093 Special Education: Inclusive strategies

2. CONTENTS
1. Inclusive strategies unit
- Life skills content
- Focus: Let’s look at dance
- Focus: How can my body move
- Focus: Lets move together
- Focus: Performing dance together
2. Layered Curriculum Lesson Plan Form
3. Student contract
4. 1st Layer
- Vocabulary sheet
- Review questions
- Safe dance practice photo
- Skeleton diagram
- Muscles of the body diagram
- Safe dance practice poster
5. 2nd Layer
- Muscles research task
- Demonstrating safe dance
practice from an exercise
- Demonstrating safe dance
practice from a locomotor
exercise
- Writing about safe dance
practice
6. 3rd Layer
- Writing an injuries report
- Observing and helping one
another
7. Safe Dance Practice Rubric

3. Unit title: Safe Dance Practice
Description: This unit is an introduction to safe dance practices and allows students to experiment with body
movements. Students perform and create movement/dance sequences relative to their own bodies skeletal and
muscular limitations and capabilities, engaging in activities individually, in pairs and as part of a group.
Life Skills Outcomes Resources
A student:
LS.1.1 demonstrates a range of movement skills
LS.1.3 demonstrates an awareness of safe dance
practices
LS.3.1 experiences a variety of dance
performances
LS.3.2 responds to the elements of dance in
performance
LS.4.1 engages in dance activities.
 Safe Dance DVD
 Safe Dance Booklet
 Music of different genres; classical, jazz, popular,
country, alternative/contemporary.
Links
A student:
English
LS.1 responds to auditory cues in a range of contexts
LS.12 communicates for a variety of purposes
LS.14 communicates with a range of audiences
LS.15 draws on background and experiences to respond
to texts in ways that are imaginative, interpretive
or critical
A student:
Mathematics
NLS.1recognises language that is descriptive of number
NLS.3recognises and responds to ordinal terms
PALS.1 recognises repeating patterns
SCLS.4 responds to the language of position
Music
LS.1 uses movement, vocalisation or instruments to
respond to a range of music
PDHPE
LS.8 demonstrates a range of movement skills across
environments
LS.9 participates in a range of physical activities

4. Life
Skills
Outcom
es
Life Skills Content
Students learn to:
Performance
Students learn about:
LS.1.1 prepare their body for dance through movement
move all or part of their body to change their positioning
in space
move all or part of their body in different ways, taking
account of body position, direction, patterns and
relationships
move all or part of their body in the context of
participating in various dance activities both as an
individual and cooperatively as part of a group
using movement in controlled ways to participate in dance
LS.1.3 recognise the capabilities and limitation of their own body
and safely extend these limits where possible
use safe practices during dance and movement
safe dance practices
LS.3.1
Appreciation
display appropriate audience behaviour in different
situations
appreciating dance performances
LS.3.2 communicate responses to dance performances
actively participate in dance performance when invited
appreciating dance as an audience member
LS.4.1
Study of dance as an artform
participate in dance activities
cooperate with others in dance activities
valuing and appreciating dance

5. Focus: Let’s look at dance
Outcom
es
Integrated learning experiences and instruction P C A Evidence of learning
(words in italics refer to
Life Skills outcomes)
Feedback
LS.3.1
LS.3.2
 Students watch a safe dance DVD and appreciate it in
terms of its education value.
- students watch the film and can see, with assistance,
the application of safe dance elements they have been
learning in class.
3 Viewing dance
performances may
involve experiencing a
variety of dance
performances and/or
responding to the
elements of dance in
performance.
Oral, visual and tangible
feedback prompting by
the teacher to guide and
affirm students’:
responses to a variety of
dance performances
and identification of
some of the features
of dance
performances
LS.3.2 Students demonstrate their appreciation of the dance by
applauding at appropriate times
3 Expression of
appreciation of dance
performances may
involve responding to
the elements of dance in
performance.
demonstration of
appropriate responses
to a variety of dance
performances
LS.3.2 Teacher assists students to recognise the elements of the
dance (space, time, dynamics) by helping them to describe
the shapes of the dancers, the speed of the music and the
quality of the movement.
3 Sharing their responses
to the elements of the
dance may indicate
responding to the
elements of dance in
performance.
sharing of their
responses to the
elements of dance in
the dance
performances
LS.3.2 Students record their responses to the dance performances in
a journal, using photographs of performers, images,
drawings and/or written description to focus on the
elements of dance. Students can also recognise the safe
dance principles in photographs.
3 Recording responses to
dance performances in a
journal may involve
responding to the
elements of dance in
performance.
recording of their
responses to the
elements of dance in
performance in an
appropriate format.

6. Focus: How can my body move?
Outco
mes
Integrated learning experiences and instruction P C A Evidence of learning
(words in italics refer
to Life Skills
outcomes)
Feedback
LS.1.1
LS.1.3
Teacher assists students individually through instruction
and modelling of safe dance practices to explore the
parts of their body that can move in similar ways to
those observed in the video excerpts, eg fingers, hands
and arms can wave, stretch, curve and make shapes; legs
can bend, stretch, kick; whole body can sway, curve,
arch, crouch and make shapes
3 Exploring ways in
which their bodies can
move may involve
demonstrating a range
of movement skills.
Use of physical
demonstration to
support, assist and
encourage students
in a range of
movement skills.
Teacher assists students to:
experiment with and extend variations of a movement
using safe dance practices
develop the vocabulary related to movements, eg arch,
curve, sway, shapes
perform single familiar movements, eg raising an arm
complete a sequence of familiar movements such as
walking, marching, running incorporating movement
variations
3 Engaging in personal
movement may
involve demonstrating
a range of movement
skills and/or
demonstrating an
awareness of safe
dance practices.
Oral, visual and
tangible feedback
prompting by the
teacher to guide and
affirm students’:
demonstration of a
range of movement
skills

7. Focus: Let’s move together
LS.1.3 Students work in pairs to combine previously practised or
new movements/shapes using safe dance practices. It may
involve activities such as:
changing spatial aspects of movement such as direction,
level, size, plane in consultation with partners to
explore other dimensions
performing individual movements in unison
(concurrently), as prompted by the teacher
performing individual movements in canon
(consecutively)
performing movements which involve interaction between
partners
3 3 Working in pairs to
combine or create new
movements/
shapes using safe dance
practices may involve
exploring the elements
of dance to create
movement and
communicate ideas
and/or exploring,
selecting and
sequencing movement
to express feelings and
ideas and/or
demonstrating an
awareness of safe
dance practices.
Oral, visual and
tangible feedback
prompting by the
teacher to guide and
affirm students
working in pairs to
combine movements
and demonstration of
safe dance practices.

8. Focus: Performing dance together
Outcom
es
Integrated learning experiences and instruction P C A Evidence of learning
(words in italics refer
to Life Skills outcomes)
Feedback
LS.1.3
LS.4.1
 Students perform a range of exercises in class to
demonstrate safe dance practice. This includes:
- non locomotor phrases
- locomotor phrases
- floor sequences
- jumping sequences
3 3 3 Exploring, selecting
and sequencing
movements gives
students the
opportunity to refine
their dance skills.
exploration, selection
and sequence of
movements
LS.1.2
LS.1.3
LS.4.1
Students perform a set movement phrase with the class. This
will include;
- performing movement with the safe dance principles
in mind
- executing movement safely
- performing movement confidently
3 3 Using dance
movements to perform
helps students in
exploring, selecting
and sequencing
movement to express
feelings and ideas
and/or using dance
technique to
communicate and/or
engaging in dance
activities and/or
demonstrating an
awareness of safe
dance practices.
performance of the safe
dance principles

9. Focus: Performing dance together (cont)
Outcom
es
Integrated learning experiences and instruction P C A Evidence of learning
(words in italics refer to
Life Skills outcomes)
Feedback
LS.3.1
LS.3.2
Students view and respond appropriately to the dances
performed by others
3 Viewing and responding
to dances performed by
others may involve
experiencing a variety
of dance performances
and/or responding to the
elements of dance in
performance.
Oral, visual and
tangible feedback
prompting by the
teacher to guide and
affirm students’ focus
and positive response
to dance performed
by others.
LS.3.2 Teacher assists students to maintain their journal to reflect
their activities throughout their learning experiences.
Entries may include:
photographs that the teacher takes of them during the
activity
images from magazines and brochures etc related to the
activity
free hand drawings
personal reflections on the activity
descriptions of the activity
Students use their journal to share their experiences of dance
with others
3 Maintenance of the
journal may involve
responding to the
elements of dance in
performance.
Oral, visual and
tangible feedback
prompting by the
teacher to guide and
affirm students’
journal entries.

10. Teacher: Miss Jones and Miss Sherwood
Subject Dance – Stage 5
Unit of Instruction: Safe Dance Practice
Implementation Dates: Term 2
Outcomes: LS.1.1
LS.1.3
LS.2.1
LS.3.1
LS.3.2
LS.4.1
demonstrates an awareness of safe dance practices
demonstrates a range of movement skills
explores the elements of dance to create movement and communicate ideas
experiences a variety of dance performances
responds to the elements of dance in performance
engages in dance activities.
Curriculum Layers Student Unit Learning Activities Pts Ern
EVERYONE MUST DO ALL OF THESE
CHOOSE ENOUGH OF THE FOLLOWING
TO SHOW YOU ARE
PROFICIENT/ADVANCED
1. Complete the daily journal entries answering the “question of the day”
2. Complete the SMART dance booklet 50
50
1st Layer : Basic knowledge,
understanding. The student builds on
his/her current level of core information.
Proficient = 50 points
Advanced = 70 points including one
assignment from 3rd layer.
Bloom’s Taxonomy: Knowledge
1. Complete a colouring diagram of the skeleton
2. Complete a colouring diagram of the muscles
3. Complete a vocabulary sheet.
4. Complete a worksheet on safe dance practice
5. Complete “Review Questions” on safe dance practice
6. Make a poster about one safe dance aspect.
7. Using a photo from a magazine, locate one safe dance aspect
8. Demonstrate safe dance aspects using shapes
10
10
10
10
10
10
10
10Rate your understanding of these tasks 1 –
10.
2nd Layer : Application or manipulation
of the information learned in the 1st layer.
Problem solving or other higher level
thinking tasks.
Proficient = 60 points
Advanced = 90 points including one
assignment from 3rd layer.
Bloom’s Taxonomy:
Application & Analysis
1. Write a letter explaining why we use safe dance practice
2. Describe the importance of each aspect of safe dance practice, using
movement examples. Write 2-3 paragraphs
3. Demonstrate safe dance practice using exercises learnt in class
4. Demonstrate the safe dance principles in a locomotor exercise
5. Research a muscle group and write a one page report on how it is used in
dance
6. Discuss with a friend safe dance practice and together apply this knowledge to
your dance practice and analyse each others performance. Write your analysis
in your dance journal.
20
20
20
20
20
20
Rate your understanding of these tasks 1 –
10.
Layered Curriculum Lesson Plan Form - Name_______________________________________________________

11. 3rd Layer : Critical Thinking and
Analysis. This layer requires the highest
and most complex thought.
Bloom’s Taxonomy:
Synthesis & Evaluation
1. Watch a friend perform the movement sequence and identify the
aspects of safe dance practice they are using, or should be using.
Write a page on your evaluation of their performance.
2. Create a movement phrase that highlights the safe dance practice
elements
3. Select an injury and write a report on it; outline the cause of the
injury, the symptoms and the rehabilitation process.
4. Film yourself performing a set movement sequence that
demonstrates safe dance practice and alignment. Write a one page
report evaluating your performance in terms of safe dance practice
and alignment.
30
30
30
30
Rate your understanding of these tasks
1 – 10.
Layered Curriculum Lesson Plan Form CONT.

12. STUDENT CONTRACT
Over the next two weeks year 9 will be studying Safe Dance Practice, using the layered curriculum.
In using the layered curriculum you will have freedom of choice in your assessment tasks and
learning activities. There are, however, some tasks that are compulsory.
What is compulsory:
* You must complete at least one performance task
* You must complete the journal task (50 points)
* You must complete the SMART dance booklet (50 points)
* You must attempt a minimum of 100 points worth of tasks (not including the compulsory parts)
* Tick the activities you are choosing to complete and show them to me when you have finished
each task. I will sign this and mark it on the progress form.
* Fill in the comment section of your layered curriculum, I am interested in how you are going.
* After the completion of the unit I will give you feedback and your final mark.
Something to remember: Keep your goals high and always try your hardest!
If you would like to discuss any of this with me, feel free to do so.
I ______________________________________________ (students name) have read and
understood the above information and will complete the necessary tasks for the unit of work.
Signed: _______________________________Parent/Guardian:____________________________
Date: ______________
Miss Jones and Miss Sherwood

13. G L U T E A L S A S
A L T U L N A L H Q
L E R Y F J A A M U
U B I C E P S N E A
P R C A M A H I S D
A A E L U T A M R R
C D P V R E T O Y I
S I S E E L T D P C
U U R S G L O B T E
R S V T M A F A A P
E T R A P E Z I U S
M W S R X Z B R S D
U Q G N U I P T E T
H A M S T R I N G B
Muscles and Bones Crossword Puzzle
Hidden in this puzzle are names of muscles and bones. You will find them up, down, across and diagonal.
Look carefully as some of the letters are used more than once to create a word. Make sure you highlight
the whole word.
Muscles
Hamstrings
•Triceps
•Biceps
•Quadriceps
•Gluteals
•Abdominals
•Calves
Bones
•Femur
•Radius
•Ulna
•Tibia
•Patella
•Humerus
•Scapula
•Spine
1st Layer- completing a vocabulary sheet

14. Proper Alignment
Read the following information and answer the question sheet below.
Correct alignment is one of the best ways to prevent injury and improve performance. Proper body alignment allows
the body to move in harmony with muscles, bones, joints, ligaments and tendons. When you are correctly aligned,
your muscles work effectively and there is less wear and tear on them.
The body is correctly aligned when its weight is transferred through the centre of each joint. So a correctly aligned
body, when viewed from the side, should have a straight line from the head to the shoulders, to the hips to the knees,
to the ankles.
When alignment is incorrect, the weight of the body is not transferred through the centre of the joints. This puts
strain on the bones, tendons and ligaments. If misalignment continues, the unnatural wear and tear will result in
chronic pain and injury.
Muscles can be affected by bad alignment as they can be overstretched causing injury and pain. Muscles that are
shortened due to incorrect alignment can become tight and cause further injuries. For example; sway back, slouched
shoulders, hips tilted forwards or backwards.
Question Sheet
•What parts of the body need to be in line for correct alignment?
___________________________________________________________________________________________________
_______________________________________________________________________________________
•What does proper body alignment allow the body to do?
____________________________________________________________________________________________________
______________________________________________________________________________________
•What are some injuries that poor alignment can do?
_____________________________________________________________________________________________________
_________________________________________________________________________________
•Where is strain placed when the body is incorrectly aligned?
_____________________________________________________________________________________________________
_____________________________________________________________________________________
•Looking at this picture, can you identify whether the dancer is presenting proper
or poor alignment.
_____________________________________________________________________________________________________
______________________________________________________________________________________________________
1st Layer- Completing review questions on safe dance practise

15. S
A
F
E
D
A
N
C
E
P
R
A
C
T
I
C
E
Step 1Look for a
photograph from a
dance magazine,
google images or
ask your teacher.
Step 2
Select an image that you
can see aspects of safe
dance practice in.
Step 3Located the safe
dance principles we
have been working
on in class. Make
sure you notate
these on your
photograph.
1st Layer- Using a photo from a magazine, locate one safe dance aspect
Locating Safe
Dance Practice in a
Photograph
Make sure you pick a
photo that you can easily
see the safe dance
practice aspects in.

16. COLOURING IN
THE SKELETONUsing the diagram, colour in the following bones according
to the appropriate colour.
•Femur -red
•Radius -purple
•Ulna - blue
•Tibia - yellow
•Patella - green
•Humerus - black
•Scapula - orange
•Spine - grey
Quick Question: Why is it important to
have a knowledge and understanding
of bones and their function within the
body?
1st Layer- Complete a colouring diagram of the skeleton

17. Muscles
Hamstrings - grey
•Triceps - blue
•Biceps - black
•Quadriceps – green
•Gluteals - yellow
•Abdominals - orange
•Calves - purple
Quick Question: What is the function of muscles? Why is it important
to warm up our muscles in relation to safe dance practise?
Using the diagram, colour in the following bones according to the appropriate
colour.
COLOURING IN
THE MUSCLES
1st Layer- Complete a colouring diagram of the muscles

18. Make a poster about safe
dance practise
•Create an A4 poster about safe dance
practise
•Consider the most important
elements of safe dance practise
•Think about colour, choice of text,
the use of materials eg. Drawings,
diagrams, photos, fabric
•Make it eye catching and BE
CREATIVE!
TASK
•Once completing your poster, divide
into pairs and ask each other:
-Why they have chose to include
particular elements of safe dance
practise
And
-Why it is eye catching?
1st Layer- make a poster about safe dance practice

19. MUSCLESResearch Task
Research a muscle or a muscle group and write a one page report on it.
Include in your report;
What the muscle’s name is
What the muscle’s use is to a dancer
How the muscle works
What bones it attaches to.
+
Safe Dance
2nd Layer- Research a muscle group and write a one page report on how it is used in dance

20. Teacher: Miss Jones and Miss Sherwood School:
Class: Year 9 Elective Dance Subject: Dance Performance
The relevant Syllabus:
Aim: The aim of the Dance Years 7 – 10 Syllabus is for students to experience, understand, value and enjoy dance as an art
form, through the interrelated study of the performance, composition and appreciation of dance.
Objective(s):
Students will develop knowledge, understanding and skills about dance as an art form through:
Dance performance as a means of developing dance technique and performance quality to communicate ideas.
Value and appreciate their engagement in the study of dance as an artform
Outcomes (Learn to/Learn about): A student
LS.1.1: demonstrates a range of movement skills
LS.1.3: demonstrates an awareness of safe dance practices
LS.4.1: engages in dance activities
Students Learn To Students Learn About
 Prepare their body for dance through movement, eg
relax their body, warm-up exercise (LS.1.1)
 Move all or part of their body in the context of
participating in various dance activities both as an
individual and cooperatively as part of a group (LS.1.1)
 Cool down their body after engaging in dance activities
(LS.1.1)
 Recognise the importance of preparation for dance and
movement, eg warming up and cooling down, stretching
(LS.1.3)
 Participate in dance activities (LS.4.1)
 Using movement in controlled ways to participate in
dance (LS.1.1)
 Safe dance practices (LS.1.3)
 Valuing and appreciating dance (LS.4.1)
2nd Layer- Demonstrate safe dance practice using exercises learnt in class

21. Lesson Specific
Aim: the aim of this lesson is to introduce students with life skills to dance performance. Giving them the opportunity to develop their gross
motor skills and co-ordination in regards to the performance of dance as an artform and the safe execution of dance. Students will also begin
to understand the mechanics of safe dance practice.
Objective(s): Students participate in activities which seek to develop their understanding of safe dance practice.
Outcomes (Learn to/Learn about); a student demonstrates
 implementation of classroom rules
 an execution of a warm-up and cool-down relevant to safe dance practice
 an understanding of safe dance practice
 a range of movement skills with support
 engagement in dance activities
Students Learn To Students Learn About
 perform a basic warm up and cool down process
 identify some safe dance practices
 isolate different body parts
 coordinate body parts
 the rules and expectations of the dance classroom
 a basic understanding of the role of warm up and cool down
 safe dance practice in relation to dance
 dance terminology
What do you want the students to learn by the end of this lesson?
By the end of this lesson students will have begun to understand dance as an artform through an understanding of the process of a dance
lesson. Students will have an understanding of the alignment of the hips, knees and ankles in parallel position and will be striving towards
maintaining this throughout their work. They will also have looked at the alignment of the spine, however this will be developed further
through classes so that students are able to understand this to a greater level. Students will have learnt, with support, movements which will
be used to solidify their dance experience and dance technique throughout the entirety of the course. Students will also have access to a wide
range of musical excerpts which will have assisted them to enjoy dance as an artform.
What prior knowledge must the students meet?
Students will have had one theory lesson on the safe dance principles at a year 9 level. In this lesson this student will have made an
understanding of the risk of injury placed on the body when movement is performed incorrectly and with poor alignment. Students will also
have watched a short excerpt of dance film with the intent of safe dance practice.
Assessment: What do you want the students to present at the end of the lesson?
Students will be assessed on their ability to sustain the exercises, which were instructed in class. Students will also participate in a group
discussion at the end of the class where they have the opportunity to participate in the vocalisation of the dance technique learnt or actively
listen to their peers and agree or disagree with the views on safe dance practice. Students will also be assessed on their general
understanding of the alignment principles and if this is not achieved successfully the teacher will need to re-assess the delivery of the
material.

22. What do you want the students to learn by the end of this lesson?
By the end of this lesson students will have begun to understand dance as an artform through an understanding of the process of a
dance lesson. Students will have an understanding of the alignment of the hips, knees and ankles in parallel position and will be
striving towards maintaining this throughout their work. They will also have looked at the alignment of the spine, however this will be
developed further through classes so that students are able to understand this to a greater level. Students will have learnt, with support,
movements which will be used to solidify their dance experience and dance technique throughout the entirety of the course. Students
will also have access to a wide range of musical excerpts which will have assisted them to enjoy dance as an artform.
What prior knowledge must the students meet?
Students will have had one theory lesson on the safe dance principles at a year 9 level. In this lesson this student will have made an
understanding of the risk of injury placed on the body when movement is performed incorrectly and with poor alignment. Students will
also have watched a short excerpt of dance film with the intent of safe dance practice.
Assessment: What do you want the students to present at the end of the lesson?
Students will be assessed on their ability to sustain the exercises, which were instructed in class. Students will also participate in a
group discussion at the end of the class where they have the opportunity to participate in the vocalisation of the dance technique learnt
or actively listen to their peers and agree or disagree with the views on safe dance practice. Students will also be assessed on their
general understanding of the alignment principles and if this is not achieved successfully the teacher will need to re-assess the delivery
of the material.
Time Stage
0-10min
10-20min
INTRODUCTION
Student’s get changed and settle into the classroom.
Class structure is explained. Warm-up, centre practice, progressions. Students must complete a warm-up
before commencing centre practice and progressions as it prepares the body for more strenuous work.
This can be related to the first lesson of Smart dance, where students learnt about the safe dance
principles.
Teacher asks student to refer to their SMART dance workbook for the information on the warm up
procedure.
WARM UP – Student can join in on this activity, however the teacher must make sure that they are in close
proximity to them when performing the stretches so that they have a better understanding of the
movement. The teacher must also make sure to explain each movement in detail. Describing each shape of
the limbs and the direction of the body. The teacher can also modify any stretches which appear to be too
difficult for the student by performing them standing, instead of sitting on the floor.

23. 20 – 45min
The teacher leads the class through the warm-up procedure.
Students begin walking around the classroom and when the teacher claps their hands the students perform small stretches. As
the stretches are performed the teacher talks the students through them. This gradually builds into a jog.
When the teacher stops to instruct the stretches, they stop directly in view of the student on life skills so that they are able to see
the teacher perform the movement clearly.
CENTRE PRACTICE
Foot articulation – Teacher explains to the student that in dance the feet are stretched 90% of the time, so it is important to fully
extend the toes to create a nice long line with the feet. Student can pick up their socks with their toes to reinforce this and activate
the muscles.
 Sitting on the floor - Student articulates the ankle by gently moving it in various directions. Firstly circulating the ankle
(both clockwise and anti-clockwise) and using plantar and dorsi flexion (stretching the feet and flexing the feet).
Working in parallel and turnout – Teacher explains that in dance, dancers work in different leg positions. In classical ballet it is
mainly turn out while modern/contemporary dance is mostly in parallel.
 Sitting on the floor – Student uses the rotator muscles of the leg to work in parallel and turnout. Firstly beginning with one
foot and alternating legs, gradually moving to two feet. Students will be asked to articulate which is parallel and which is
turnout.
Plie` Exercise – whilst this is introduced the teacher explains the safe dance principle of the alignment of the hips, knees and ankles.
The teacher asks students what alignment they think is best for standing and running. Demonstrating exaggerated poor alignment
and good alignment. Ask students what could happen to their body if they perform the incorrect alignment and dramatise this
(teacher would make students aware that they are going to dramatise it). Teacher then asks students to practice in pairs and see if
their partner is performing good alignment or poor alignment.
 Students perform small bends in a parallel position.
 When students feel comfortable working in this position students begin to take one leg forward to perform a small lunge.
Student repeats this on both legs.
Centre Balance – When introducing this the teacher explains the safe dance principle of back alignment. The teacher explains the
natural curve of the spine and introduces the students to a ‘supine’ spine position by asking them to lay on the floor in a neutral
position with their knees raised. The teacher then asks the students to rock their pelvis back and forward to demonstrate
exaggerated poor alignment. Teacher explains the principles of the balance. Have a strong a supportive standing leg, making sure
that the muscles are pulled up and activated. Can demonstrate this by performing ‘smiley’ knees (knee cap move when pulled up
into a smiley face). The back must also be straight in the neutral spine position and it is important to engage the abdominals and
squeeze tight, so that the balance is increased. Student must also focus their gaze on one spot.
 Student stands with both feet on the ground in parallel position.
 Student begins to take one leg off the floor and balance for a few seconds. Repeat this with the other leg.
 Students can test how long they can balance like this for and teacher could time how long they can stay so that students
increase their motivation for it and challenge themselves to improve their time.
PROGRESSIONS
Leg swings – Teacher reiterates the safe dance principles of knees over toes and back alignment and questions student on these
principles.
 Lying on their back. Student bends one leg up and slowly raises the other leg to the roof and takes it down again.
 Students repeat this alternating legs
Triplets – Teacher reminds student about the first exercise they did where they articulated their ankles. In this exercise the student
must place the toe on the ground first when marching. This is to ensure that when students begin jumping they are landing through
their feet, another aspect of safe dance practice.

24. 46 – 50min
50 – 55min
• Student performs a march sequence of three marches and then a pause, travelling down the
room, alternating legs.
COOL-DOWN & REITERATION OF CLASS
Stretches, cooling down the body slowly, repeated from the beginning of the lesson.
Class discusses what happened during the lesson, what they learnt, what they think is important etc.
Students write this in their dance log books. Teacher gives a sheet to the student that has these
questions on it, so that they are able to write the answers down, if needed the student is able to type
these answers.
ASK STUDENTS TO GET CHANGED AND DISMISS CLASS
Resources Stereo
Ipod – mix between different genres of music.
 Jazz
 Classical
 Meditative
 Contemporary
 If the class is behaving the teacher can ask for request for songs, or use songs from the student
ipods

25. Tips!
Safe Dancing!
Using the exercises learnt in class, demonstrate to the teacher a
sequence using safe dance practice. You will be marked on;
* Strength
* Balance
* Co-ordination
* Alignment
One:
Practice your
exercises.
Two:
Get feedback off
your teachers and
your friends.
Three:
Have confidence in
yourself!
Dance Practice
Demonstrating Safe Dance Practice
Students are to
wear their
dance uniform
for this
exercise.
2nd Layer- Demonstrate safe dance practice in a locomotor exercise

26. 2nd Layer- Describe the importance of each aspect of safe dance practice, using movement examples. Write 2-3 paragraphs
S
A
F
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D
A
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R
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T
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•Describe the importance of the
following aspects and how they are
significant to preventing injury:
-Alignment
-Warm up
-Cool down
Provide examples from class work in
composition and performance classes
and write about them in your dance
journals.

27. 3rd Layer - Select an injury and write a report on it; outline the cause of the injury, the symptoms and the rehabilitation process.
Safe Dance PracticeDocumenting safe dance practice
Select a dance related injury and write a
one page report documenting:
1. The cause of the injury
2. The symptoms of the injury
3. The rehabilitation of the injury
4. How using safe dance practice can this
injury be avoided
Helpful hints:
- The broader the research tools you use, the easier it will be to collate
information
- Try to pick an injury which interests you and challenge yourself!

28. 3rd Layer - Watch a friend perform the movement sequence and identify the aspects of safe dance practice they are using , or should be
using. Write a page on your evaluation of their performance.
Safe Dance Practise
Observing and Helping one another
Step One:
Students are taught a minute of a
performance dance.
Step Two:
In pairs students watch one another
and provide feedback including
three positive comments and three
areas to improve in relation to safe
dance practice.
Step Three:
Students then write an evaluation of
their partners and their own
performance in their dance journals

29. Beginning Satisfactory Proficient Excellent MARK
Effort and
participation
 Participates only with
strong encouragement.
 Is easily distracted and
finds it difficult to
maintain focus. May
distract others.
 Participates in dance.
 Frequent reminders
are needed to maintain
focus on the dance.
 Participates in dance
with a positive
attitude.
 Needs to be reminded
to focus at times.
 Can stay focused and
follows instruction
well.
 Participates in dance
with enthusiasm, and
encourages others to
participate.
 Is consistently focused
and on task and
encourages others to
remain focussed.
Understandin
g of safe
dance
practice
 Had little
understanding of safe
dance practice
 Student movements
did not always reflect
an understanding of
safe dance practice
 Had a satisfactory
understanding of safe
dance practice
 Students movements
sometimes reflected an
understanding of safe
dance practice
 Proficient
understanding of safe
dance practice
 Showed proficient
understanding of safe
dance practice
 Excellent
understanding of safe
dance practice
 Showed excellent and
consistent
understanding in
moving the body
Creativity
and
interpretation
when dancing
safely
 Uses common and
stereotypical patterns
borrowed from others.
 Uses familiar patterns
and movements.
 Re-uses a simple
pattern borrowed from
others or media.
 Danced in an unsafe
way
 Adapts some options
from others in their
movement
 Goes beyond the
familiar to take a small
risk.
 Movements repeat
limited common
patterns and themes.
 Often danced in an
unsafe way
 Explores a variety of
creative options.
 Takes some risks in
their exploration.
 Movements show
unusual patterns and
fair variety.
 Student danced
showing an
understanding of safe
dance practice
 Explores numerous
creative options.
 Willing to take risks in
their exploration.
 Movements are highly
original and carried
out well.
 Movements highlight
the music in an
interesting way.
 Excellent creativity in
dancing in a safe way
COMMENTS
:
TOTAL
Safe dance practice rubric