Coping with emotions: empathy, compassion, anger, disappointment and sadness y Skills to manage emotions in a positive way y Significance of friends in times of sadness, tragedy and change Reading skills: reading with understanding and using a dictionary y Reading about friendships that are caring and supportive: recall and relate
Relationships with peers, older people and strangers: y Safe and unsafe relationships y Bad and good relationships y Benefits of good and safe relationships Reading skills: reading with understanding and using a dictionary y Reading about relationships that are safe and good: recall and relate
1 Performing Arts
Warm up and play y Rhythm games using body percussion and movement y Physical warm up for coordination and control (including spinal warm up, body part isolations, arm swings, etc.)
y Vocal warm up (including breathing awareness exercises with coordinated arm swings, into sighs, into hums at different pitches, etc.)
y Singing warm up (including South African songs in unison, in canon and/or with actions)
y Concentration and focus games, using travelling and freezing, to music
Improvise and create y Rhythm patterns of different note values (semibreve, minim, crotchet, quaver and the equivalent rests), using body percussion and percussive instruments.
y Locomotor and non-locomotor movement sequences exploring elements of time (tempo, beats, meter), individually and in unison (including jump, turn, bend, stretch, twist, skip, gallop, crawl, roll, slide, swing, sway, reach, push, pull)
y Mimed actions, using the five senses (seeing, hearing, tasting, touching, smelling)
Read, interpret and perform y Movement sequences exploring contrasts including contrasts in time (slow/quick), levels (high/medium/low), direction (forwards/backwards/sideways/upwards/downwards/ diagonally) and force (smooth/jerky, strong/light)
y Mime sequences around a central action, using the five senses and exploring contrasts in time, levels, directions and force
y Musical phrases with voice and/or instruments that explore contrasts in dynamics, pitch and rhythmic patterns
y Notation of rhythms on single line stave (semi-breve, crotchet, minim and quaver note values and equivalent rests)
Section 2: Planning and assessment 15 Unit 3 Pages 24 – 25 7, 8 Unit 2 Page 23 4 – 6 Unit 1 Page 22 1 – 3
Unit 3 Pages 14 – 16
5 – 7
8, 9 Unit 4 Pages 17 – 19
Consolidation and Formal Assessment Page 20
Module 2, page 21
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