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Lesson 1 - Theme-Related Movement and Choreography

Fire of London: Historical Storytelling Through Creative Movement

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Year 1

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Dance

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45 min

Big Question

How can we use our bodies to tell the story of the Great Fire of London through movement?

Learning Objectives

To move safely and creatively in space showing awareness of others
To create theme-related shapes, movements and actions using different levels and travel patterns
To contribute ideas to a mind map and translate words into themed movements

Key Outcomes

Students will create and perform a 16-count Fire of London movement sequence
Students will demonstrate different types of travel with good timing and use of levels
Students will give feedback on performances using appropriate dance vocabulary

Equipment & Resources Required

Tunnel Systems

Position for clear audio throughout hall

Alternative: Portable speaker or tablet with external speakers

Music Tracks

3 tracks

Queue: 'Fire begins in Pudding Lane', Kasabian 'Fire', Ellie Goulding 'Burn'

Alternative: Downloaded tracks or streaming service

Whiteboards

Positioned where all children can see for mind mapping

Alternative: Large paper sheets and markers

Markers

3-4

Different colours for mind map categories

Alternative: Chalk if using blackboard

Markers Cones

8-12

Mark safe boundaries and performance areas

Alternative: Spots or bean bags

Key Vocabulary

Dynamics

How we perform movements - fast, slow, strong, gentle

Levels

How high or low our body is - high (standing), medium (kneeling), low (on floor)

Timing

Moving in time with the music and with control

Choreography

Creating and arranging dance movements in order

Mind Map

A diagram showing ideas connected to a main topic

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic locomotor skills (walking, running, skipping)
Understanding of high, medium and low levels
Ability to start and stop on command

Current Skills

Creating theme-related movement patterns
Using different dynamics and timing
Working collaboratively to create choreography

Next Steps

Developing longer dance sequences (32 counts)
Adding partner work and formations
Incorporating props and costume elements

Milestone Indicators

Students show clear changes in dynamics

Movements clearly relate to the theme

Students can perform and remember short sequences

Key Teaching Points

Always demonstrate movements with high energy and commitment
Use consistent counting (1, 2, 3, 4) throughout sequence work
Encourage exploration of different levels (high, medium, low)
Connect all movements clearly to the Fire of London theme
Build sequence gradually - don't rush the learning process
Focus on quality of movement over perfect synchronisation
Use positive, specific feedback during performances

Common Misconceptions

Dance is only for certain children - emphasise everyone can be creative
Movements must be exactly the same - encourage individual interpretation
Loud music means energetic movement - teach control and dynamics
Historical themes are boring - make connections exciting and engaging
Mistakes are bad - frame as learning opportunities and creativity

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear visual boundaries, use movement as positive outlet

dyspraxia

Simplify movement patterns, provide extra practice time, use verbal cues alongside demonstrations

autism spectrum

Provide visual schedule of lesson, give advance warning of music/noise, offer quiet space if needed

visual impairment

Use verbal descriptions of movements, provide physical guidance for positioning, use contrasting music for different sections

hearing impairment

Use visual demonstrations and cues, provide vibration cues for timing, use clear hand signals

physical disability

Adapt movements for wheelchair users, focus on upper body actions, provide alternative ways to show levels

Cross-Curricular Links

English

Vocabulary development, speaking and listening, giving feedback

Art

Understanding different ways to express ideas and themes creatively

History

Great Fire of London 1666, understanding historical events and their impact

PSHE

Working collaboratively, giving constructive feedback, building confidence

Teacher Guidance

Positioning

Stand where all children can see demonstrations, move around space during exploration

Observation Focus

Watch for creative movement, safe spacing, and engagement levels

Intervention Points

Step in if unsafe behaviour, support struggling children, extend confident learners

Demonstration Notes

Always demonstrate movements with full commitment and energy, use clear counting, exaggerate movements for visibility

Verbal Cues

•'Find your own space!'
•'Show me high level!'
•'Remember your timing - 1, 2, 3, 4!'
•'What makes a good performance?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, maximum 30 children

Surface Check

Non-slip surface, clear of obstacles and tripping hazards

Equipment Safety

Safety Checks

•Sound system cables secured and not crossing walkways
•Volume at safe level to protect hearing
•Markers/cones have no sharp edges

Risk Management

Key Risks

•Collisions during free movement
•Slips during dynamic movements
•Overexertion during energetic sequences

Risk Mitigation

•Clear boundaries established with space markers
•Personal spaces maintained during individual work
•Progressive warm-up before energetic activities
•Stop signal taught and practiced

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all children
•Monitor energy levels and provide rest breaks
•Watch for children struggling with coordination

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or support, have emergency contacts accessible