SUBJECT CURRICULUM Map 2021-22:

Form Nur:

Week Central idea Scope and seq Content Assessment

Learner profile week Action songs related to
Learner profile.
26th July Through play, RESPONDING-Learners show curiosity about Fun Dance games like Teacher
to6th people live and recorded dance dancing statue, mirror observation
August communicate, performances activity, follow the
/ Week create, imagine and leader, free dancing,
come to discover CREATING- respond to word, rhythm and/or Different types of
new things. music through movements walking like on heels,
toes, knees.

Stand Alone- Action

songs by different
artists (Debbie doo,
Patty Shukla) Stretching
exercises, Spatial
Awareness (personal
and general space)

9th The food we eat RESPONDING- respond to dance through Standalone -Essential Teacher
August to goes through many spoken, written, visual and/ or kinesthetic agreements in Dance observation
15th processes and mediums. room; Class
October journeys before it RESPONDING- describe the ideas and management activities
/ Week reaches our table. feelings communicated through body using body movement
movements. building self-
management skills,
CREATING- Learners move freely through spatial awareness
the space to show levels of low, medium and activities, activities
high and change of direction based on learner
profile, action songs.

18th Every day I can learn RESPONDING- describe the ideas and Action songs, Partner Anecdotal
October about who I am and feelings communicated through body stretching exercises and record
th
to 17 what I can do movements dance routine on
December personal awareness
/Week RESPONDING-identify and explain why
certain body postures and movements
communicate certain ideas and feelings

CREATING- communicate and express

feelings through body movements

13th Through play, RESPONDING- Learners describe the ideas Fun Dance games like Teacher
January people and feelings communicated through body dancing statue, mirror observation
to 28th communicate, movements activity, follow the
January / create, imagine and leader, free dancing,
Week come to discover CREATING- communicate and express Different types of
new things. feelings through body movements walking like on heels,
toes, knees.

31st Actions of people RESPONDING- describe the ideas and Stand Alone- Action Teacher
January can contribute to the feelings communicated through body songs and dance routine observation
to 15th well being of movements
April animals.
/ Week RESPONDING- identify and explain why
certain body postures and movements
communicate certain ideas and feelings.

CREATING- explore the dynamic flow of

body movements such as fast, slow, big,
small, strong, smooth, sharp, tension and
relaxation.

18th April Through play, Choreography on Class

to 13th people RESPONDING- describe the ideas and Minions song edit Presentation
May communicate, feelings communicated through body (Banana) in Dance
/ Week create, imagine and movements. room or
come to discover MPH where
new things. CREATING- explore the dynamic flow of children
body movements such as fast, slow, big, would
small, strong, smooth, sharp, tension and perform in
relaxation front of
other
classes.

Form KG:

Week Central idea Scope and sequence Content Assessment

Learner profile week learners show curiosity Interactive class where

about live and students show there
recorded dance understanding of learner
performances profile through body
movement.
26th July Stories convey ideas RESPONDING- identify Stand Alone- Introduction to Teacher Observation
to 27th and feelings and can and explain why certain basics of Jazz; feet and arm
August / be expressed in a body postures and positions, posture and
Week variety of ways. movements attitude.
communicate certain
ideas and feelings

CREATING- respond to
word, rhythm and/or
music through
movement

30th People have a role to RESPONDING- identify Stand Alone- Jazz workouts Class Presentation
August to play in developing and and explain why certain and Dance routine Anecdotal records
1st maintaining their body postures and
October / relationships movements
Week communicate certain
ideas and feelings

RESPONDING- describe
the ideas and feelings
communicated through
body movements

CREATING- explore the

dynamic flow of body
movements such as
fast, slow, big, small,
strong, smooth, sharp,
tension and relaxation.

4th Plants sustain life on RESPONDING- identify Children will learn a freestyle
October to Earth and play a role and explain why certain dance routine on a peppy
17th in our lives. body postures and song.
December movements
/ Week communicate certain
ideas and feelings

RESPONDING- describe
the ideas and feelings
communicated through
body movements

CREATING-
communicate and
express feelings
through body
movements

13th Stories convey ideas RESPONDING- Learners Children will prepare for early
January to and feelings and can show curiosity about year’s musical, Rhyme Time
11th be expressed in a live and Day.
February variety of ways. recorded dance
performances

RESPONDING- describe
the ideas and feelings
communicated through
body movements

CREATING- respond to
word, rhythm and/or
music through
movements.

14th Understanding RESPONDING- display Standalone – Dance on Class Presentation

February materials helps us to audience etiquette and Disney songs Anecdotal records
to 22nd decide its usage appropriate responses
April/ such as watching,
listening and
 responding to favorite
parts of the
performance.

CREATING- develop the

ability to cooperate and
communicate with
others in creating
dance

CREATING- work
individually or in groups
with trust and
confidence

25th April Stories convey ideas RESPONDING- learners Children will convey a story Teacher observation
to 13th and feelings and can show curiosity about through a dance on a Disney
May / be expressed in a live and song(Musical)
variety of ways. recorded dance
performances

RESPONDING- describe
the ideas and feelings
communicated through
body movements

CREATING- respond to
word, rhythm and/or
music through
movements

Form 1:

Week Central idea Scope and sequence Content Assessment

Learner profile week Formulating essential agreements Ongoing
and defining learner profile observation
attributes for the class.
26th July We can learn about RESPONDING- describe the ideas Celebration theme-based Class
to 20th people's beliefs and and feelings communicated through choreography (Folk song) Presentation
August values through their body movements
celebrations Krishna Janmashtami celebratory
RESPONDING- identify and explain dance
why certain body postures and
movements communicate certain
ideas and feelings

CREATING- communicate and

 express feelings through body
movements
24th Our choices while RESPONDING- identify and explain Standalone – Dance Teacher
August to using water can why certain body postures and choreography on Garba (Folk Observation
9th contribute to solving movements communicate certain Dance)
October / the global crises. ideas and feelings
Week
RESPONDING- describe the ideas
and feelings communicated through
body movements

CREATING- create movement to

various tempos.
11th We can learn about RESPONDING- describe the ideas Celebration theme-based class
October people's beliefs and and feelings communicated through choreography (Folk song) Presentation
to 29th values through their body movements
October celebrations. Garba Dance class celebrations.
RESPONDING- identify and explain
why certain body postures and
movements communicate certain
ideas and feelings

CREATING- communicate and

express feelings through body
movements

1st Spaces can be RESPONDING-identify and explain Understanding space Class

November organized creatively why certain body postures and management on stage while presentation
to 10th and effectively to movements communicate certain performing.
December suit various purpose. ideas and feelings Creative movement activities
based on personal space and
RESPONDING- describe the ideas general space along with a dance
and feelings communicated through choreography.
body movements

CREATING- develop physical balance

and coordination

CREATING- create movement to

various tempos
13th We can learn about RESPONDING- describe the ideas Celebration theme-based Class
December people's beliefs and and feelings communicated through choreography Christmas and new presentation
to 17th values through their body movements year
December celebrations.
/ Week RESPONDING- identify and explain
why certain body postures and
movements communicate certain
ideas and feelings

CREATING- communicate and

express feelings through body
movements

13th We can use our RESPONDING-identify and explain Imagine and create dance Teacher
January to imagination to think, why certain body postures and movements on various situations. observation.
25th create and express movements communicate certain Children will be divided into small
February / ourselves. ideas and feelings groups and each group will be
Week given a different situation and will
RESPONDING- describe the ideas create a dance piece on the given
and feelings communicated through situation.
body movements

CREATING- develop physical balance

and coordination

CREATING- create movement to

various tempos
28th Feb We can learn about RESPONDING- describe the ideas Celebration theme based Assembly
to 1st April people's beliefs and and feelings communicated through choreography (Folk song) presentation
/ Week values through their body movements Bhangra (vaisakhi)
celebrations.
RESPONDING- identify and explain
why certain body postures and
movements communicate certain
ideas and feelings

CREATING- communicate and

express feelings through body
movements

4th April Patterns and Cycles RESPONDING- share dance with Standalone- Beginner level 2 Jazz Class
to 13th help us understand different audiences by participating, with slightly complex moves and presentation
May / the natural World listening and watching. jazz passes.
Week 31-
36 RESPONDING- Realize that there is a
dynamic connection between the
audience and the performer.

CREATING- Work cooperatively

towards a common goal, taking an
active part in a creative experience.

CREATING- consider and maintain

appropriate behaviors in dance, as
an audience member or as a
performer, by listening, watching
and showing appreciation.

Form 2:

Week Central idea Scope and sequence Content Assessment

Learner profile week
26th July Personal experiences RESPONDING- recognize how Video presentation on Teacher observation.
to 6th provide inspiration dance can be used to express how different artist Video quiz using Edpuzzle.
August for an artist to and understand our inner
create. thoughts and our understanding
of the world around us.
CREATING- express their unique
values, beliefs and interests
through a dance form.
connect with his/her art
form.
Students will inquire
about how artists get
inspired for creating
dance movements.

9th August Our traditions reflect RESPONDING- Investigate a Students well inquire Teacher observation
to 29th what is important to cultural or historical dance form about classical dance
October our family and and identify how it communicates and origin of
artistic, ritual or social issues,
community. Bharatanatyam.
beliefs or values
And change in
RESPONDING- Compare a variety
of dance genres over time to the Bharatanatyam over the
contemporary dance form of their time.
culture
CREATING- create movement that STAND ALONE
explores dimensions of direction,  Namashkaram
level and shape.
 Mandal Bheda
CREATING- create movement to ( Standing
show contrast in designs such as positions)
symmetry/asymmetry and  Introduction to
opposition/succession basic “Adavus”
and foot work.
 Dance
Choreography
1st People organize RESPONDING- recognize how Students will inquire Class Presentation
November themselves in a dance can be used to express about different folk
to 17th community to and understand our inner dances. And
December achieve a common thoughts and our understanding understanding
goal. of the world around us. differences and
RESPONDING- recognize the role similarities between
and relevance of dance in their folk dances.
own society through exposure to a Standalone:
variety of performers and their
perspectives. Bharatanatyam
RESPONDING- Realize that there  Expressing
is a dynamic connection through dance.
between the audience and the
performer.

CREATING- perform increasingly

more difficult sequences with
control
CREATING- consider and
maintain appropriate behaviors
in dance, as an audience
member or as a performer, by
listening, watching and showing
appreciation.

2ND SEMESTER
14th Personal experiences RESPONDING- recognize how Teacher observation
January to provide inspiration dance can be used to express Children will watch
22th for an artist to and understand our inner some notable Jazz
January create. thoughts and our understanding dancers and pop stars
 of the world around us.
CREATING- perform increasingly
more difficult sequences with
control
for the broader vision of
advance level jazz with
slightly complex jazz
choreographies.

CREATING- create movement to

show contrast in designs such as
symmetry/asymmetry and
opposition/succession

25h People apply their RESPONDING- recognize how Standalone jazz- Teacher observation
January to understanding of dance can be used to express advance movement of
62th feb forces to invent and and understand our inner jazz with focus on jazz
createsimple thoughts and our understanding passes, correct posture
machines they use in of the world around us. and emotion.
daily lives.
CREATING- perform increasingly
more difficult sequences with
control

CREATING- create movement to

show contrast in designs such as
symmetry/asymmetry and
opposition/succession

16th Personal experiences RESPONDING- share dance with Children will be Assembly presentation
March to provide inspiration different audiences by encouraged to think of
24th April / for an artist to participating, listening and a personal experience
Week 29- create. watching. which has inspired them
34 or an artist who has
RESPONDING- Realize that there inspired them and will
is a dynamic connection create choreographies
between the audience and the around that,
performer.

CREATING- Work cooperatively

towards a common goal, taking
an active part in a creative
experience.

CREATING- consider and

maintain appropriate behaviors
in dance, as an audience
member or as a performer, by
listening, watching and showing
appreciation.
27th April Survival of living RESPONDING- recognize how Standalone jazz- Teacher observation
to 8th May things is dependent dance can be used to express advance movement of
/ Week on their ability to and understand our inner jazz with focus on jazz
35-36 adapt to the habitat thoughts and our understanding passes, correct posture
in which they live. of the world around us. and emotion.
KEY
CREATING- perform increasingly
more difficult sequences with
 control

CREATING- create movement to

show contrast in designs such as
symmetry/asymmetry and
opposition/succession

Form 3:

Week Central idea Scope and sequence Content Assessment

Learner profile week Formulating essential Ongoing observation
agreements and defining learner
profile attributes for the class.
27th July The choices we make RESPONDING- perform Children will learn different Teacher observation
to 28th contribute to increasingly more stretches and exercise to avoid
august personal well-being difficult sequences with injuries in dance with regular
control warm up and choreographies.

CREATING- Develop
physical flexibility and
strength.

4th The action and RESPONDING- Standalone jazz- Student will Teacher observation
Septembe responses of all recognize how dance learn advance technique of jazz
r to 30th involved can create can be used to express with the introduction to
October and solve conflict  and understand our pirouettes and leaps and will
inner thoughts and our focus on funk jazz.
understanding of the
world around us.

CREATING- perform
increasingly more
difficult sequences with
control

CREATING- create
movement to show
contrast in designs
such as
symmetry/asymmetry
and
opposition/succession

2nd Light and sound are RESPONDING- reflect An insight into how light and Presentation
November used to create on artistic processes in sound hold a great importance in
to 17th dramatic effect to dance performing arts. A performance
December capture an audience. accomplishments and collaborating with drama, music
how to incorporate and art department.
new ideas into future
work.

CREATING- experience
varying groupings
 when performing
dance, including
ensemble performance
2ND SEMESTER
14th The design of a RESPONDING- identify Understanding the different Teacher observation
January to structure depends and explain why certain Lines of Postures and
25th on the geographical body postures and movements.
movements
February location and communicate certain
purpose. ideas and feelings Standalone:
RESPONDING- Bharatanatyam
recognize how dance  Introduction to basic
can be used to express “Adavus”.
and understand our  Understanding
inner thoughts and our Asamyukt Hastas with
understanding of the meanings
world around us.

CREATING- develop
physical balance and
coordination.

CREATING- create
movement to show
contrast in designs
such as
symmetry/asymmetry
and
opposition/succession

14th Monuments of the RESPONDING- Inquiring into various dance Teacher observation
February past provide an Investigate a cultural or evidence found in monumental
to 1st April insight to the history historical dance form temples in western coast of
of the place. and identify how it southern India. And try to
communicates artistic,
ritual or social issues, connect sculptures with the
beliefs or values various dance postures learn in
class.
Students will imitate and make
collage with the pictures from
the temples.
4th April to A marketplace is a RESPONDING- Inquiry in origin and need of Assembly presentation
13th May system of trading Investigate a cultural or Bharatanatyam in society
goods and services historical dance form
to meet the needs of and identify how it STANDALONE –
communicates artistic,
the community. ritual or social issues,  Learning foot works and
beliefs or values hand movements.
 Learning hand gestures.
CREATING- perform  Understanding rhythmic
increasingly more patterns to create
difficult sequences with choreography.
control  Creating dance
sequences.
CREATING- create
movement to show
contrast in designs
such as
 symmetry/asymmetry
and
opposition/succession

Form 4:

Week Central idea Scope and sequence Content Assessment

Learner profile week Formulating essential Ongoing observation
agreements and defining
learner profile attributes for
the class.
27th July People can use RESPONDING- Reflect on Children will learn how dance is Video presentation on
to 7th different forms of artistic processes in used to convey messages and seesaw.
August communication to dance achievements and feelings through a musical dance Zoom presentation in
convey a message how to incorporate new piece (Broadway style). groups using Breakout
effectively ideas into future work. zoom.

CREATING- choreograph
movement to music,
word and sound

CREATING- choreograph
performance to express
and communicate an
idea, feeling, experience,
relationship
10th People’s daily RESPONDING- • Standalone salsa- Student will Teacher observation
August to actions can sustain investigate a cultural or start learning salsa
1st and maintain the historical dance form combinations and shines in
September Earth’s resources. and identify how it which they can brush up their
communicate s artistic, solo dance skills.
ritual or social issues,
beliefs or values

CREATING- investigate
and perform a cultural or
historical dance form
with an understanding of
the function of the dance
form as artistic, ritual or
social.

5th New-age materials RESPONDING- • Standalone salsa- Student will Teacher observation
September can pose challenges investigate a cultural or continue to learn salsa with
to 13th to and provide historical dance form easy basic combination with
November benefits for the and identify how it partners.
society. communicate s artistic,
ritual or social issues,
beliefs or values

CREATING- investigate
 and perform a cultural or
historical dance form
with an understanding of
the function of the dance
form as artistic, ritual or
social.

23rd People can use RESPONDING- recognize Choreography with emphasis Teacher observation
november different forms of how dance can be used on emotions to convey it
to 17th communication to to express and through the movement.
December convey a message understand our inner
effectively thoughts and our
understanding of the
world around us.

CREATING-choreograph
performance to express
and communicate an
idea, feeling, experience,
relationship or narrative.
2ND SEMESTER
14th People migrate for RESPONDING-
January to different reasons investigate a cultural or
11th with wide ranging historical dance form
February effects. and identify how it
communicate s artistic,
ritual or social issues,
beliefs or values
RESPONDING- Compare a
variety of dance genres
over time to the
contemporary dance form
of their culture
CREATING- investigate
and perform a cultural or
historical dance form
with an understanding of
the function of the dance
form as artistic, ritual or
social.
Students will inquire about Teacher observation
classical dance and origin of
Bharatanatyam.
And change in Bharatanatyam
over the time with the
influence of people travelling
around the country and
beyond.
Inquiry in different schools of
Bharatanatyam.
Understanding similarities and
difference in various classical
dance form.
Standalone:
Bharatanatyam
 Learning foot works
and hand movements.
 Learning hand gestures

14th Governing systems RESPONDING- recognize
February and decision-making that dance plays an
innovative role in
to 1st influence the lives of
communicating ideas
March citizens. within cultures and
societies.
RESPONDING-
investigate a cultural or
historical dance form
and identify how it
communicate s artistic,
ritual or social issues,
Students will inquire about Teacher observation
Devadasis, anti-dance
movement, Colonial Ban -
the Decline and the Revival
of Bharatanatyam.
STAND ALONE:
 Learning foot works
and hand movements.
 beliefs or values
RESPONDING- recognize
the role and relevance of
dance in their own society
through exposure to a
variety of performers and
their perspectives.
CREATING- investigate
and perform a cultural or
historical dance form
with an understanding of
the function of the dance
form as artistic, ritual or
social.
CREATING- interpret and
replicate a variety of dance
styles and genres.
5th april to The effective RESPONDING- perform
14th May / interaction between increasingly more
Week 26- human-body difficult sequences with
36 systems contributes control
to health.
CREATING- Develop
physical flexibility and
strength.
Form 5:
Week Central idea Scope and sequence
Learner profile week
Aug 2nd to Evidence of past RESPONDING- recognize
10th civilizations can be the role and relevance of
Septembe used to make dance in their own society
through exposure to a
r connections to variety of performers and
present-day their perspectives.
societies. RESPONDING- analyze
how the meanings of
movements can change
in various cultural and
historical contexts.
CREATING- create and
perform in a variety of
 Understanding
rhythmic patterns to
create choreography
 Children will learn Teacher observation
about healthy food
and importance of
healthy diet in one
theory class.
 Children will learn
different stretches and
exercise to avoid
injuries in dance with
regular warm up and
choreographies.
 Understanding the
different Lines of
Postures and
movements.
Content Assessment
Formulating essential Ongoing observation
agreements and defining
learner profile attributes for the
class.
 Understanding Teacher observation
similarities and
difference in various
classical dance form.
 Inquiry in Origin of
Bharatanatyam and
evolvement over the
time.
 Inquiry in different
schools of
Bharatanatyam.
Stand Alone:
 Learning foot works
 dance genres and and hand movements.
cultural dance types

CREATING- show
physical confidence in
the use of their bodies

13th sep to Biodiversity relies on RESPONDING- analyze Stand alone: Teacher observation
29th oct maintaining the how the meanings of  Learning Hastas with
interdependent movements can change meaning.
balance of organisms in various cultural and  Learning and creating
within and across historical contexts. new combinations.
systems.
CREATING- create and
perform in a variety of
dance genres and
cultural dance types

CREATING- show
physical confidence in
the use of their bodies

1st Actions of individuals RESPONDING- analyze  Inquiry in practice of Teacher observation

November and organizations how the meanings of Devadasi System,
to 10th dec can contribute to movements can change
social justice and in various cultural and Stand Alone:
access to equal historical contexts.  Learning and creating
opportunities. Bharatanatyam
CREATING- create and choreography.
perform in a variety of
dance genres and
cultural dance types

CREATING- show
physical confidence in
the use of their bodies

14th jan to How the world works PYP exhibition Anecdotal records
19th march (PYP Exhibition)
5th April to Developing a sense RESPONDING- analyze Reflection on how dance and Teacher observation and
16th April of self involves how the meanings of has changed and impacted student journal
understanding of the movements can change them physically and
physical and in various cultural and emotionally with continuation
emotional changes. historical contexts. of urban dance.

CREATING- create and

perform in a variety of
dance genres and
cultural dance types

CREATING- show
physical confidence in
the use of their bodies

19th April Actions of individuals RESPONDING- analyze A look into the lives of few Assembly presentation
to 14th and organizations how the meanings of famous artists who broke the
may can contribute to movements can change rules of society and brought in
society in various cultural and some revolutionary changes in
historical contexts. the dance world.

CREATING- create and Create a piece inspired by the

perform in a variety of work of some notable
dance genres and revolutionary
cultural dance types choreographers.

CREATING- show
physical confidence in
the use of their bodies