Additional Information
Guidelines for marking
The following guidelines for marking show one approach to assigning a value to a student’s work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments/notations may all be useful.
The self-reflection and peer-assessment sheet helps students to assess their performance in relation to the criteria.
Range |
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|---|---|
| High |
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| Satisfactory |
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| Progressing |
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Feedback
During the planning phase students receive informal oral feedback from their partner and the teacher. Students also engage in self-reflection and receive written feedback through peer assessment. Comments will inform students on how clearly they have represented all the elements of composition, the creativity of the movement sequence and the fluency and rhythm of the performance.
Future directions
As a result of the Activity students have developed an understanding of the elements of composition and how movements can be combined into a logical and fluent sequence. This learning can be applied as students design and perform more complex dance sequences involving larger groups. It can also improve individual and group movement performances in other contexts, eg games and gymnastics.