ࡱ> / 8bjbj 4bhbh0pn6DDDDD5555555$ 9;66DD(6DD5524D.ߢm35>6063<B<04<4664n6<X F: CGHS PDHPE Department Assessment Task Year 7 Stage: 4 Year: 7 Weighting: 20% Date Issued: Week 8 in class Date Due: Week 5 Topic/Unit of Work: Creative Dance Syllabus outcomes to be assessed: A student: 4.4 demonstrates and refines movement skills in a range of contexts and environments 4.5 combines the features and elements of movement composition to perform in a range of contexts and environments 4.13 demonstrates cooperation and support of others in social, recreational and other group contexts (interacting) 4.14 engages successfully in a wide range of movement situations that displays an understanding of how and why people move (moving) 4.15 devises, applies and monitors plans to achieve short-term and long-term goals (planning) Physical Literacy Continuum Markers Personal and Social Attributes - Cluster 5Safety Assesses and adjusts the physical environment to ensure safety in physical activity for self and othersConflict resolution Resolves personal conflict in a sensitive manner using appropriate strategies Reflects on conflict situations to devise plans to reduce conflict in the futureInclusion Selects and role models strategies that promote inclusion in physical activity Demonstrates actions that support the rights and feelings of othersCooperation and communication Interacts confidently with others in physical activities Makes individual compromises based on the strengths of self and others to work effectively as a group Supports and encourages the enjoyable involvement of others Responds positively to the needs of others Task: Your group has been employed to put a video clip together for MTV. Due to the experience you have had at school with dance, you are now aware of what is expected in a dance routine. MTV has asked for a sample of your work to be shown using one of the following songs: Song List Problem- Ariana Grande Classic- MKTO Latch- Sam Smith Bad Blood- Taylor Swift Amnesia- 5 Seconds of Summer  In groups of 4, students will have 3 lessons to prepare a dance routine, as the 4th lesson will be the performance to one of the five songs from the song list below Using the 4 elements of composition, your group needs to choreograph a dance sequence which will last 45 seconds Space Dynamics Rhythm and Timing Relationships Present your routine to the company (this will be your class) Each group will be responsible for evaluating another groups routine. Each member will be given an evaluation sheet which needs to be completed and handed to the teacher at the completion of the routine. Your teacher will tell you what group you are assessing. You will also be responsible for evaluating your own group Students will be marked according to their ability: Put together a dance sequence using the 4 elements of composition Demonstrate cooperation and communication skills to set group goals and problem solve (PLC) Include all group members and encourage peers to participate (PLC) Identify the 4 elements of composition in another groups routine through a peer evaluation Students will need to self-evaluate their own performance.  Year 7 Creative Dance - Peer and Self Evaluation Sheet Your Name:___________________ Names of Assessing Group: ________________________________________ DURING THE PERFORMANCE Complete the table below. This is to be completed for the group you have been allocated to assess. (1 mark) Elements of Composition The group have movements that are:YesNo- locomotor- non locomotor- at different levels (high, medium and low)- using different amounts of space (different directions, formations/patterns)- using different amounts of force and flow (strong, light, heavy, soft)- at different tempo (fast, slow) - in time with the music- showing how the students work together (relationships)- appealing to watch (unique, creative) AFTER THE PERFORMANCE 1) What did the group do really well? (1 mark) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2) What do you think the group could improve? (1 mark) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The following questions are regarding your performance 3) Outline how you could have improved your performance. Use at least 2 examples. (1 mark) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4) Identify what you liked about your performance? Use at least 2 examples. (1 mark) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Year 7 Creative Dance Marking Criteria Band/Mark/GradeMarking Criteria 20-18 marks Outstanding Achievement A- Uses an extensive range of locomotor and non locomotor movements - Uses an extensive range of movements to demonstrate: Different levels, directions and formations (space) Different tempo (rhythm and timing) Different amounts of force and flow (dynamics) Relationships between group members (relationships) - Outstanding level of accuracy with movements and always in time with the music - Demonstrates an extensive ability to cooperate with group and use communication skills to set group goals and problem solve - Always shows encouragement and inclusion of peers - Identified and evaluated an extensive range of elements through peer evaluation - Able to identify an extensive amount of strengths AND weaknesses in their own performance. 17-14 marks High Achievement B- Uses a range of locomotor and non locomotor movements - Uses a range of movements to demonstrate: Different levels, directions and formations (space) Different tempo (rhythm and timing) Different amounts of force and flow (dynamics) Relationships between group members (relationships) - High level of accuracy with movements and often in time with the music - Demonstrates thorough ability to cooperate with group and use communication skills to set group goals and problem solve - Often shows encouragement and inclusion of peers - Identified and evaluated a range of elements through peer evaluation - Able to identify a range of strengths AND weaknesses in their own performance. 13-10 marks Satisfactory Achievement C - Uses a few locomotor and non locomotor movements - Uses a few movements to demonstrate: Different levels, directions and formations (space) Different tempo (rhythm and timing) Different amounts of force and flow (dynamics) Relationships between group members (relationships) - Satisfactory level of accuracy with movements and sometimes in time with the music - Demonstrates a sound ability to cooperate with group and use communication skills to set group goals and problem solve - Shows some encouragement and inclusion of peers - Identified and evaluated a few elements through peer evaluation - Able to identify a few strengths and/or weaknesses in their own performance. 9-6 marks Basic Achievement D- Uses either locomotor or non locomotor movements - Uses movements to demonstrate two from the list below: Different levels, directions and formations (space) Different tempo (rhythm and timing) Different amounts of force and flow (dynamics) Relationships between group members (relationships) - Basic level of accuracy with movements and rarely in time with the music - Demonstrates a limited ability to cooperate with group and use communication skills to set group goals and problem solve - Rarely shows encouragement and inclusion of peers - Identified and evaluated a few elements through peer evaluation - Able to identify some strengths and/or weaknesses in their own performance. 5-0 marks Elementary Achievement E- Demonstrated very little understanding of the elements of composition - Never in time with the music - Fails to cooperate with group and use communication skills to set group goals and problem solve - Never shows encouragement and inclusion of peers - Displayed very little understanding of the elements of composition in the peer evaluating - Finds it difficult to identify strengths and/or weaknesses in their own performance.Year 7 Creative Dance Assessment Task Plan Your groups dance must include 1) A clear start and finish 2) Extensive use of the elements of dance; a) Space (different levels, different formations/patterns, and different directions) b) Dynamics (force and flow- strong, light, heavy, soft) c) Rhythm and timing (fast, slow, in time with the music) d) Relationships (partner interaction, supports/lifts) 3) Creativity, originality and quality 4) A time limit between 45 seconds and 1 minute NOTE: You must ensure that you are including and encouraging your peers and using communication skills to solve any problems that may arise within the group. 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