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Lesson 5 - Pirate Dance Adventure

Musical Movement Storytelling

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Year 1

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Dance

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1h 13min

Big Question

How can we use our bodies to tell the exciting story of pirates through dance?

Learning Objectives

To perform dance using simple movement patterns with pirate theme
To move confidently and safely around others in shared space
To explore actions and expressions to communicate pirate story ideas

Key Outcomes

Students will create and perform a pirate-themed dance sequence
Students will demonstrate safe movement around peers
Students will use facial expressions and body language to tell stories

Equipment & Resources Required

Pirate Themed Music

1 speaker system

Test volume levels before lesson, ensure all students can hear clearly

Alternative: Any upbeat adventure music with clear 4/4 beat

Beats Audio

1 track

Queue up ready for smooth transition between activities

Alternative: Any gentle, motivating warm-up music

Open Floor Space

Minimum 6m x 6m

Ensure floor is clean, dry, and free from obstacles

Alternative: School hall, gymnasium, or large classroom with furniture moved

Key Vocabulary

Sequence

A series of movements performed one after another in order

Expression

Using face and body to show feelings or tell a story

Levels

High, middle, or low positions with our body

Direction

The way we face or move - forwards, backwards, sideways

Rhythm

The beat or pattern in music that helps us move together

Skill Progression Pathway

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

Prior Learning

Basic body awareness and spatial understanding
Simple copying movements on the spot
Following simple instructions in PE

Current Skills

Creating themed dance movements
Moving safely around others
Remembering and sequencing actions

Next Steps

Creating longer dance sequences
Working collaboratively in pairs or groups
Adding props and costumes to dance

Milestone Indicators

Can perform all 5 pirate actions independently

Shows clear expression during performance

Moves confidently in time with music

Key Teaching Points

Use counting to 8 consistently throughout to develop rhythm
Emphasise expression and character development over perfect technique
Build sequence gradually - practice each section thoroughly before adding next
Create supportive environment where all students feel confident to perform
Connect movements to pirate story for better understanding and engagement
Use music to enhance performance but ensure students can do sequence without it first
Celebrate effort and creativity rather than focusing on mistakes

Common Misconceptions

Students thinking dance must be perfect - emphasise fun and expression over perfection
Believing only girls can be good at dance - reinforce that pirates are for everyone
Thinking they need to be loud to show character - teach controlled expression
Confusing levels (high/low) with directions (forwards/backwards/sideways)
Believing they can't dance if they can't keep time - reassure that practice helps
Thinking audience should be silent during performance - teach appropriate appreciation

SEN Adaptations

ADHD

Break sequence into smaller parts, provide frequent positive feedback, allow for movement breaks between sections

dyspraxia

Give extra time to learn movements, break down complex actions, provide additional demonstrations and support

autism spectrum

Provide clear structure and routine, use visual schedule of dance sections, allow for sensory breaks if needed

visual impairment

Use verbal descriptions of all movements, provide physical guidance if needed, ensure audio is clear and at appropriate volume

hearing impairment

Use visual demonstrations, provide visual cues for rhythm, allow students to feel vibrations from music

physical disability

Adapt movements for seated position, focus on upper body actions, use alternative ways to show expression

Cross-Curricular Links

English

Vocabulary development, storytelling through movement, speaking and listening during reflection

Maths

Counting to 8 repeatedly, understanding rhythm and patterns, spatial awareness with directions

History

Learning about pirates and ships, understanding historical context and roles

Music

Understanding beat and rhythm, moving in time with music, listening skills

PSHE

Building confidence, supporting others, working as team, celebrating achievements

Teacher Guidance

Positioning

Move around space to observe all students, stand where all can see demonstrations

Observation Focus

Watch for safe movement, engagement with theme, understanding of sequence

Intervention Points

Step in if students struggling with coordination, provide extra support for nervous performers

Demonstration Notes

Use exaggerated movements so all students can see clearly, emphasise facial expression and character, count aloud to help with timing

Verbal Cues

•'Count with me - 1, 2, 3, 4, 5, 6, 7, 8!'
•'Show me your pirate face!'
•'Big movements so everyone can see!'
•'Listen to the music and stay together!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 6m x 6m clear floor space, ideally school hall or gymnasium

Surface Check

Dry, even surface free from obstacles, suitable for jumping and dancing

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•Volume at appropriate level - loud enough to hear but not overwhelming
•Check music content appropriate for age group

Risk Management

Key Risks

•Collisions during marching and movement
•Falls during jumping and turning actions
•Over-excitement leading to loss of control

Risk Mitigation

•Clear personal space boundaries established at start
•Controlled practice before adding music
•Regular reminders about safe movement around others
•Progressive building of sequence complexity

Supervision & Emergency Procedures

Supervision Points

•Position to observe all students during movement
•Watch for signs of fatigue or over-excitement
•Monitor spacing during marching and walking plank sections

Emergency Procedures

Stop music immediately if unsafe situation, assess any injuries, provide appropriate first aid or support