🎵

Lesson 4 - Creating Seaside Movement Sequences

Exploring Water Through Creative Movement and Expression

•

Year 2

•

Dance

•

45 min

Big Question

How can we become champion dancers by creating flowing sequences that tell the story of our seaside adventures?

Learning Objectives

To use our whole body to create sequences of movement inspired by seaside activities
To perform individual movement sequences as part of a larger group performance
To observe and describe dance movements using appropriate vocabulary

Key Outcomes

Students will create and perform flowing movement sequences based on seaside activities
Students will demonstrate control and coordination in their movements
Students will work collaboratively to create group performances

Equipment & Resources Required

Tunnel Systems

Positioned where all students can hear clearly

Alternative: Portable speaker with phone/tablet

Ocean Themed Music

3-4 tracks

Different tempo tracks for varied activities

Alternative: Classical pieces with flowing rhythms

Scarves

15 (1 per 2 students)

Optional props to enhance water movements

Alternative: Ribbons, streamers, or imaginary props

Key Vocabulary

Sequence

A series of movements that flow together one after another

Flow

When movements connect smoothly without stopping

Level

How high or low our body moves - high, medium, or low

Champion dancer

Someone who dances with control, expression and listens to music

Rhythm

The beat and pattern in music that we can move to

Skill Progression Pathway

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

Prior Learning

Basic locomotor movements (walking, running, hopping)
Simple body actions (stretching, bending, twisting)
Moving to music with basic rhythm awareness

Current Skills

Creating sequences linking movements together
Using whole body expression in dance
Working collaboratively in pairs and small groups
Observing and describing movement

Next Steps

More complex sequences with changes in dynamics
Partner and group choreography
Performance skills with audience awareness

Milestone Indicators

Smooth transitions between movements

Clear expression of seaside themes through movement

Sustained concentration during sequence creation

Key Teaching Points

Emphasise whole body usage in all movements
Focus on flow and smooth transitions between movements
Encourage big, clear actions that can be seen by audience
Develop collaborative skills through group work
Use appropriate dance vocabulary consistently
Celebrate creativity and individual interpretation
Connect movements to real seaside experiences

Common Misconceptions

That dance is only about precise movements - emphasise personal expression
That sequences must be performed exactly the same each time - allow for natural variation
That some students 'can't dance' - focus on effort and improvement
That dance is only for certain students - ensure inclusive language and activities

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, clear boundaries and expectations

dyspraxia

Demonstrate movements slowly, break sequences into smaller parts, allow extra practice time, provide physical support

autism spectrum

Provide clear structure and routine, visual schedule of activities, quiet space available if needed

visual impairment

Use clear verbal descriptions, physical guidance for movements, buddy system for spatial awareness

hearing impairment

Ensure visual demonstrations, use visual cues and gestures, provide written sequence cards

physical disability

Adapt movements for seated or supported positions, focus on upper body sequences, modify level changes

Cross-Curricular Links

English

Vocabulary development through dance terminology, descriptive language for movement qualities

Science

Body awareness, understanding of movement and forces, water and weather concepts

Art

Creative expression, aesthetic appreciation, performance and presentation skills

Geography

Coastal environments, seaside locations, understanding of natural environments

PSHE

Teamwork skills, self-confidence building, expressing emotions through movement

Teacher Guidance

Positioning

Move around space to observe all students, position near music controls for easy adjustment

Observation Focus

Watch for creative expression, safe movement, and positive collaboration

Intervention Points

Step in to help with sequence development, manage group dynamics, or address safety concerns

Demonstration Notes

Always demonstrate movements clearly, exaggerate for visibility, use students as examples when appropriate

Verbal Cues

•'Make it bigger!'
•'Flow like water!'
•'Show me your champion dancing!'
•'Big, clear actions!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 10m clear space for Year 2 class, ideally hall or large classroom

Surface Check

Clean, dry, non-slip surface suitable for floor work and energetic movement

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Any props (scarves/fabric) checked for tears or hazards
•Volume appropriate for instruction and safety

Risk Management

Key Risks

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

Risk Mitigation

•Clear boundaries and personal space established
•Progressive warm-up before energetic movement
•Regular safety reminders about space awareness
•Cool-down to return to calm state

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all students
•Monitor energy levels and provide rest breaks
•Watch for any students struggling with movements

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid or seek help