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Lesson 1 - Moving Like Water

Exploring Water Through Creative Movement and Expression

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Year 2

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Dance

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45 min

Big Question

How can we use our whole body to move like different types of water?

Learning Objectives

To explore and respond to stimuli through structured movement tasks
To develop control and rhythm in dance movements
To use descriptive vocabulary to inspire creative movement

Key Outcomes

Students will create and perform water-inspired movements with control
Students will respond to musical rhythm and tempo changes
Students will work collaboratively to create paired performances

Equipment & Resources Required

Water bottles

1 per class

Half-filled to show water movement clearly

Alternative: Large clear jar or plastic container with water

Music Player

1 set

Position for clear sound throughout space

Alternative: Tablet with portable speaker

Under the Sea Music

Various tracks

Include different tempos from slow streams to rushing rapids

Alternative: Classical music with flowing rhythms, nature sounds with water

Cones

8-10

Mark circle formation and performance areas

Alternative: Spots or bean bags

Key Vocabulary

Stimuli

Something that causes a response or reaction in movement

Rhythm

A regular repeated pattern of sounds or movements

Control

Being able to start, stop and change our movements when we want to

Champion dancer

Someone who moves with excellent control, rhythm and expression

Sequence

A series of movements performed in a specific order

Performance

Showing your dance to others with confidence and skill

Skill Progression Pathway

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

Prior Learning

Basic movement skills from previous dance lessons
Understanding of fast and slow movements
Experience working with partners in PE

Current Skills

Responding to stimuli through movement
Creating movements inspired by descriptive words
Performing in time with music

Next Steps

Developing more complex choreographic sequences
Working in larger groups
Using props to enhance movement

Milestone Indicators

Movements clearly represent chosen water word

Maintains rhythm throughout 8-count sequences

Can teach and learn movements from peers

Key Teaching Points

Connect descriptive vocabulary directly to physical movement quality
Build performance confidence gradually through partner work before whole class
Emphasise champion dancer qualities: control, rhythm, and expression
Use water bottle exploration to stimulate creative thinking
Encourage patient teaching and enthusiastic learning in partnerships
Maintain focus on water theme throughout all activities
Celebrate creativity and effort over perfection

Common Misconceptions

All water movements must be flowing - clarify that water can drip, splash, bubble, freeze
Faster movements are better - emphasise control and appropriateness to chosen word
Partners must perform identically - encourage individual interpretation while learning from each other
Performance means being perfect - focus on sharing creativity and effort
Only arms can show water movements - encourage whole body expression

SEN Adaptations

ADHD

Use frequent movement breaks, provide clear boundaries and expectations, offer choice in water words, break activities into shorter segments

dyspraxia

Allow extra time for movement coordination, break down movements into smaller parts, provide patient support for sequence learning

autism spectrum

Provide clear structure and routine, offer quiet space option, use visual schedule showing lesson sequence, prepare for performance expectations

visual impairment

Use clear verbal descriptions of water movements, provide physical guidance when requested, ensure good lighting for any remaining vision

hearing impairment

Use visual demonstrations of movements, provide written water word cards, use vibration to indicate rhythm and timing

physical disability

Adapt movements to seated position or limited mobility, focus on achievable body parts, provide alternative ways to show water words

Cross-Curricular Links

English

Descriptive vocabulary development, verbal expression of movement choices, listening skills during partner feedback

Science

Understanding water properties and states, exploring how water moves in different situations, connecting physical properties to movement

Art

Creative expression through movement, exploring different qualities and textures through physical interpretation

Music

Responding to rhythm and tempo, understanding beat and timing, listening skills and musical appreciation

PSHE

Partnership skills, patience and kindness, building confidence through performance, celebrating effort and creativity

Teacher Guidance

Positioning

Central during whole class instruction, circulating during individual/partner work for support and observation

Observation Focus

Watch for creative interpretation of water words, quality of movement control, positive partnership interactions

Intervention Points

["Step in if movements become unsafe or too energetic", "Support students struggling with movement creation", "Facilitate partner matching if needed", "Guide feedback to be positive and constructive"]

Demonstration Notes

Participate alongside students to model quality, show clear examples of water movements, demonstrate patient teaching and supportive partnership

Verbal Cues

•'Flow like your water word'
•'Champion dancers show control'
•'Teach patiently, learn enthusiastically'
•'Feel the music in your movements'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large clear space minimum 8m x 8m, suitable for 30 students moving simultaneously

Surface Check

Smooth, dry surface free from water spills, adequate grip for movement

Equipment Safety

Safety Checks

•Water bottle securely capped to prevent spills
•Check music volume appropriate for space
•Ensure all electrical equipment safely positioned

Risk Management

Key Risks

•Slips from water spills
•Collisions during individual movement
•Over-energetic movements leading to falls
•Muscle strain from unfamiliar movements

Risk Mitigation

•Clear boundaries established for individual spaces
•Progressive warm-up to prepare muscles
•Emphasis on controlled rather than energetic movements
•Teacher positioned to monitor all students

Supervision & Emergency Procedures

Supervision Points

•Position centrally during circle time for all students visibility
•Circulate during individual work to monitor spacing
•Stand where you can see all pairs during partner work
•Monitor performance area during presentations

Emergency Procedures

Stop activity immediately for any safety concerns, first aid available, clear evacuation route maintained