Lesson 4 - Creating Seaside Movement Sequences
Exploring Water Through Creative Movement and Expression
•Year 2
•Dance
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
Positioned where all students can hear clearly
Alternative: Portable speaker with phone/tablet
Different tempo tracks for varied activities
Alternative: Classical pieces with flowing rhythms
Optional props to enhance water movements
Alternative: Ribbons, streamers, or imaginary props
Key Vocabulary
A series of movements that flow together one after another
When movements connect smoothly without stopping
How high or low our body moves - high, medium, or low
Someone who dances with control, expression and listens to music
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
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