Lesson 1 - Theme-Related Movement and Choreography
Fire of London: Historical Storytelling Through Creative Movement
•Year 1
•Dance
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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
Position for clear audio throughout hall
Alternative: Portable speaker or tablet with external speakers
Queue: 'Fire begins in Pudding Lane', Kasabian 'Fire', Ellie Goulding 'Burn'
Alternative: Downloaded tracks or streaming service
Positioned where all children can see for mind mapping
Alternative: Large paper sheets and markers
Different colours for mind map categories
Alternative: Chalk if using blackboard
Mark safe boundaries and performance areas
Alternative: Spots or bean bags
Key Vocabulary
How we perform movements - fast, slow, strong, gentle
How high or low our body is - high (standing), medium (kneeling), low (on floor)
Moving in time with the music and with control
Creating and arranging dance movements in order
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
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