Lesson 1 - Moving Like Water
Exploring Water Through Creative Movement and Expression
•Year 2
•Dance
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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
Half-filled to show water movement clearly
Alternative: Large clear jar or plastic container with water
Position for clear sound throughout space
Alternative: Tablet with portable speaker
Include different tempos from slow streams to rushing rapids
Alternative: Classical music with flowing rhythms, nature sounds with water
Mark circle formation and performance areas
Alternative: Spots or bean bags
Key Vocabulary
Something that causes a response or reaction in movement
A regular repeated pattern of sounds or movements
Being able to start, stop and change our movements when we want to
Someone who moves with excellent control, rhythm and expression
A series of movements performed in a specific order
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
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