Lesson 1 - Under The Sea Movement and Actions
Storytelling Through Movement: An Underwater Dance Journey
•Year 1
•Dance
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How can we use our bodies to tell stories about life under the sea?
Learning Objectives
- To move safely and creatively in space
- To use theme-related words to create different movements showing good timing and levels
- To develop fundamental movement patterns through sea creature actions
Key Outcomes
- Students will create and perform simple movement patterns inspired by sea creatures
- Students will contribute to a mind map and translate ideas into physical actions
- Students will demonstrate the first 16 counts of our Under the Sea dance motif
Equipment & Resources Required
Position for clear audio throughout hall
Alternative: Phone with portable speaker, tablet with external speaker
Positioned where all students can see from sitting area
Alternative: Large paper sheets, interactive whiteboard
Blue for headings, other colours for sea creature words
Alternative: Chalk for blackboard, dry erase markers
Pre-loaded and tested, volume levels checked
Alternative: 'A Sailor went to Sea', 'Under the Sea' by Samuel E Wright, 'Pirates of the Caribbean' theme
Key Vocabulary
How we perform movements - fast/slow, strong/gentle, flowing/sharp
How high or low we move our bodies - high, medium, low
Moving in time with the music or counting
A drawing that shows all our ideas about one topic
Planning and arranging dance movements in order
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and personal space
- Following simple movement instructions
- Listening and responding to music
Current Skills
- Creating theme-related movements
- Using different levels and timing
- Working as part of a group performance
Next Steps
- Developing longer dance sequences
- Adding emotional expression to movements
- Creating partner and small group routines
Milestone Indicators
Key Teaching Points
- Always demonstrate movements clearly before asking students to copy
- Use specific vocabulary (dynamics, levels, timing) consistently throughout lesson
- Emphasise safety through appropriate spacing and controlled movements
- Build confidence through positive feedback and multiple practice opportunities
- Connect movement quality to sea creature characteristics for meaningful learning
- Use music strategically to enhance timing and create atmosphere
- Encourage creativity while maintaining structure for successful learning
Common Misconceptions
- That dance is only about copying exact movements - encourage personal interpretation within guidelines
- That faster movements are always better - emphasise appropriate dynamics for each creature
- That performing means being perfect - focus on effort and improvement rather than perfection
- That feedback should focus on what's wrong - teach positive, specific feedback using lesson vocabulary
SEN Adaptations
ADHD
- Build in frequent movement breaks, use high-energy activities therapeutically, provide clear short instructions
dyspraxia
- Break movements into smaller steps, allow extra practice time, provide verbal cues during sequence
autism spectrum
- Provide visual schedule of lesson sections, allow quiet space if overwhelmed, use consistent routine language
visual impairment
- Use tactile guidance for movements, describe actions verbally in detail, pair with sighted buddy for demonstrations
hearing impairment
- Use visual demonstrations extensively, hand signals for stop/start, written instructions on board
physical disability
- Adapt movements for seated position, use upper body only versions, modify jumping to gentle bouncing
Cross-Curricular Links
English
Vocabulary development through sea creature words, speaking and listening through talking partners and feedback
Science
Learning about sea creatures and their characteristics, understanding how animals move in different environments
Art
Creating visual mind maps, expressing ideas through movement as a form of artistic expression
Geography
Exploring ocean environments and underwater habitats, understanding different levels under the sea
PSHE
Building confidence through performance, giving and receiving feedback, working cooperatively with partners
Teacher Guidance
Positioning
Stand at front corner of movement area for visibility, move around during practice to observe individuals
Observation Focus
Watch for safe movement, good use of space, improvement in timing and dynamics
Intervention Points
Step in if students colliding, movements becoming unsafe, or anyone struggling with sequence
Demonstration Notes
Always demonstrate movements clearly before asking students to copy, exaggerate key features, use whole body expressively
Verbal Cues
- •'Gentle like jellyfish floating'
- •'Sharp like fish darting'
- •'Tall and swaying like seaweed'
- •'Flowing like ocean waves'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 10m x 8m clear space, suitable for 30 students moving simultaneously
Surface Check
Clean, dry, non-slip surface free from obstacles. Check for any spills or hazards
Equipment Safety
Safety Checks
- •Music equipment positioned safely away from movement area
- •Whiteboard secure and markers capped when not in use
- •No loose equipment in movement space
Risk Management
Key Risks
- •Collisions during Musical Sea Creatures activity
- •Falls during whale jumping movements
- •Overexertion from continuous activity
- •Students becoming over-excited during music activities
Risk Mitigation
- •Clear boundaries established for movement area
- •Adequate spacing maintained throughout activities
- •Controlled jumping technique taught and monitored
- •Regular rest periods built into lesson structure
- •Teacher positioned for maximum visibility of all students
Supervision & Emergency Procedures
Supervision Points
- •Position near music controls for quick stops if needed
- •Move around during activities to monitor all students
- •Watch for signs of fatigue or overexcitement
- •Ensure clear sightlines to all students during movement
Emergency Procedures
Stop activity immediately if injury occurs, assess student safety, provide appropriate first aid, contact school office if needed