Graded Examination in Street Breaking: Grade 1
This subtopic focuses on the foundational skills and knowledge required for the NATD Grade 1 Street Breaking examination. Learners will develop an understanding of key terminology, master basic footwork patterns, and perform a short routine that integrates steps, freezes, and transitions. Emphasis is placed on musicality, control, and performance quality, preparing candidates for the graded examination.
Assessment criteria
Topic Overview
The NATD Level 1 Award in Graded Examination in Dance: Grade 1 is an introductory qualification designed for students aged 5 and above who are beginning their formal training in dance. This examination focuses on building a strong foundation in technique, musicality, and performance skills across various dance styles, including ballet, tap, and modern theatre. Students will learn basic positions, simple steps, and short routines that develop coordination, rhythm, and confidence. The award is part of the National Association of Teachers of Dancing (NATD) Performing Arts Graded Examination suite, which provides a structured pathway for progression from pre-primary through to advanced levels.
This qualification matters because it establishes essential habits and discipline that underpin all future dance training. By mastering the Grade 1 syllabus, students gain a clear understanding of alignment, turnout, and basic terminology, which are critical for safe and effective practice. The examination also encourages self-expression and stage presence, helping students to perform with joy and clarity. For teachers, the NATD Grade 1 serves as a benchmark to assess a student's readiness for more complex work, ensuring that each dancer progresses at a suitable pace.
Within the wider subject of Dance & Performing Arts, Grade 1 represents the first formal step in a graded system that culminates in vocational qualifications and professional performance opportunities. It integrates practical skills with theoretical knowledge, such as understanding rhythm patterns and the history of dance styles. This holistic approach prepares students not only for further examinations but also for lifelong participation in dance as a creative and physical activity. Success at this level builds a strong sense of achievement and motivates students to continue their dance journey.
Key Concepts
Core ideas you must understand for this topic
- →Basic Ballet Positions: Students must know and demonstrate the five basic foot positions (first to fifth) and corresponding arm positions (bras bas, first, second, and fifth en avant). Correct placement and weight distribution are essential for balance and future work.
- →Tap Dance Rhythms: Grade 1 introduces simple tap steps like the shuffle, flap, and ball change. Understanding timing and weight transfer is crucial; students should practice counting music in 4/4 time and matching steps to beats.
- →Modern Theatre Isolation: This involves moving individual body parts (head, shoulders, ribs, hips) in isolation to develop coordination and stylistic awareness. Students learn basic contractions and releases, which are foundational for contemporary dance.
- →Performance Quality: Examiners look for facial expression, focus, and energy throughout the routine. Even simple steps should be performed with confidence and musicality, not just mechanical accuracy.
- →Syllabus Terminology: Students must know the names of steps and movements in English (e.g., plié, tendu, glissade for ballet; shuffle, hop, step for tap). Correct use of terminology demonstrates understanding and professionalism.
Learning Objectives
What you need to know and understand
- Identify and articulate key street breaking terms and positions.
- Demonstrate foundational footwork patterns such as the six-step and CCs with clarity.
- Perform a short routine combining basic steps, freezes, and transitions with accurate timing.
- Exhibit control and balance during beginner-level freezes and floor work.
- Respond to music by maintaining rhythm and expressing dynamics through movement.
- Present the dance with appropriate energy, focus, and audience engagement.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for correctly identifying and naming at least five key street breaking terms and positions.
- Award credit for demonstrating the six-step and CCs with clear, accurate foot placement and rhythm.
- Award credit for performing the routine with accurate timing and smooth transitions between steps.
- Award credit for maintaining control and balance during freezes and floor work, with minimal wobble or loss of form.
- Award credit for moving in time with the music and showing dynamic variation in response to the beat.
- Award credit for presenting the dance with consistent energy, focus, and engagement with the audience.
Assessment Guidance
Guidance for achieving higher grades
- 💡Practice naming and demonstrating each term out loud to reinforce memory.
- 💡Drill the six-step and CCs slowly at first, then gradually increase speed while maintaining clarity.
- 💡Rehearse the routine with the music repeatedly to internalize the timing and transitions.
- 💡Focus on engaging your core and spotting a fixed point during freezes to improve balance.
- 💡Listen to the music beforehand and identify the beats and accents to enhance musicality.
- 💡Perform in front of a mirror or an audience to develop confidence and stage presence.
- 💡Tip 1: Practise with a mirror to check your alignment and facial expressions. Examiners notice if you are looking at the floor or your feet. Keep your chin up and smile – it shows you are enjoying the performance.
- 💡Tip 2: For tap, focus on the clarity of sound. Each step should be distinct and match the music's beat. Practise with a metronome or recorded music to improve timing. A clean shuffle sounds like 'shuffle' not a muddy scrape.
- 💡Tip 3: In the free enchaînement (unseen short routine), listen carefully to the teacher's instructions and watch their demonstration. Do not start until you are ready. If you forget a step, keep moving in time – examiners reward recovery and musicality over perfect recall.
Common Mistakes
Common errors to avoid in your coursework
- Confusing terminology, such as mixing up 'toprock' and 'footwork'.
- Performing footwork patterns with incorrect foot placement or timing, leading to loss of rhythm.
- Rushing transitions between steps, causing the routine to appear disjointed.
- Losing balance during freezes due to insufficient core engagement.
- Ignoring the musical beat and dancing without regard to rhythm or dynamics.
- Lacking energy or eye contact, resulting in a flat performance.
- Misconception: 'I only need to remember the steps, not the names.' Correction: Examiners may ask you to name a step or describe its technique. Knowing terminology shows you understand the movement, not just mimic it. For example, being able to say 'I performed a plié' is expected.
- Misconception: 'If I make a mistake, I've failed.' Correction: Examiners look for recovery and continued performance. A small slip is fine if you keep going with confidence and rhythm. The overall impression matters more than perfection.
- Misconception: 'Tap and ballet are completely separate; I don't need to think about posture in tap.' Correction: Good posture (aligned spine, engaged core) is essential in all styles. In tap, poor posture can affect weight transfer and sound quality. Always maintain ballet-like alignment even in tap routines.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for NATIONAL ASSOCIATION OF TEACHERS OF DANCING Graded Examination in Street Breaking: Grade 1
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Pre-Primary or Primary Dance Experience: Most students complete NATD Pre-Primary or Primary levels before attempting Grade 1. These introduce basic movements and class etiquette, such as waiting turns and following simple instructions.
- •Basic Musical Awareness: Understanding of beat, tempo, and simple rhythm patterns (e.g., clapping in time) is helpful. Students should be able to identify the start and end of a musical phrase.
- •Physical Readiness: Students should have basic coordination, such as hopping on one foot, skipping, and balancing briefly. No prior dance training is strictly required, but comfort with movement in a group setting is beneficial.
Coursework AI Review
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Key Terminology
Essential terms to know
- Terminology and positions
- Foundational footwork patterns
- Routine composition and transitions
- Control and balance in freezes
- Musicality and rhythm
- Performance presence and energy
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