We Are What We Eat - dance notes

Preventing long-term consequences of eating disorders begins with early intervention. So, let’s get moving…

All-Party Inquiry

A new All-Party Parliamentary Group on Eating Disorders has published its new report: An Inquiry into Preventing Eating Disorder Deaths. It concludes that deaths from eating disorders could, and should, be prevented with early intervention and proper care.

In particular, I would draw your attention to Appendix 4: Case Study: The Body Happy Schools Programme (p.65). This demonstrates that appropriate education and support from a young age can help prevent/mitigate such disorders. And for those that may not easily take in information through the written or spoken word, physicalisation is a powerful alternative.

Resilient Adults

Developing a healthy relationship with food at a young age is of huge importance. Not only for the sake of good mental-health but also in order to grow into strong, resilient adults. Understanding where food comes from, the benefits of eating well and the social/societal background to how we eat are all key to engendering positive habits.

Supporting this learning through movement is a win-win. Not only does it reinforce children’s understanding by representation, interpretation and collaboration, it encourages physical activity. Which is itself a vital part of remaining fit and healthy as pupils progress through their schooling.

Useful Boost

‘We Are What We Eat’ introduces themes related to food production, consumption and associated health. It may just help your pupils to think a little more deeply about where their food comes from and why we eat what we do. And, hopefully, this will provide a useful boost to maintaining a positive long-term relationship with eating.

We Are What We Eat

More from Dance Notes:

Find a Lesson

Dance Notes has given me the confidence to deliver Dance, something I have always struggled with or avoided. There are plenty of topics and themes to choose from and it is easy to use. Because there are no ‘rights and wrong’s about what children’s responses are, children were confident to join in and do what they felt and wanted rather than think ‘I can’t do this’ or ‘I can’t dance’. Some boys who can sometimes be disruptive were totally engaged in Rough and Tumble. Also, because children can choose their own movements, there were less ‘rules’. Children were back from school after lockdown and thoroughly enjoyed moving and expressing themselves to music. Because the music is there ready and the plans are written for you, there is no scrabbling around finding suitable music. I would previously avoid teaching dance as I didn’t have plans or music.

Trish

This is the best dance scheme of work that I have used in my 40 years of teaching and even better than a dance teacher that comes into school. The children are very engaged in dance and enjoy it much more than they used to do. By doing the dance moves they are able to understand how people used to live. I have had many students who find it difficult to work with others but dance notes helped them find the confidence to change. I have had students who were not willing to join in with dance but with dance notes they find it enjoyable. The notes are so clear and well structured and the tracks are available too so there is no need for new planning.

Pauline

It is so easy to use with loads of possible units that can be used across the year.

Dance Notes has massively helped my planning of cross curricular dance. The children have really enjoyed the lessons. They have been able to bring their learning from the classroom and turn it into performance which has been joyous to watch. My planning time was cut in half with the use of Dance Notes

Kelly

Easy to follow instructions with the music. Good pair and group work. Fits well with my Ancient Greece topic. Thanks so much! It’s a great unit – it worked so well I’m doing it again this year.

Anna