Lesson 1 - Creative Movement Exploration
Expressive Storytelling
•Year 2
•Dance
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How can we use our bodies to tell stories and express ideas through movement?
Learning Objectives
- To move safely and creatively in different spaces and directions
- To translate theme-related words and ideas into expressive movements and shapes
- To develop timing, control and balance whilst performing simple movement patterns
Key Outcomes
- Students will create and perform simple movement sequences inspired by 'Under the Sea' theme
- Students will demonstrate improved timing, balance and spatial awareness in their movements
- Students will contribute ideas to group choreography and provide constructive feedback to peers
Equipment & Resources Required
Position where all students can hear clearly but not too loud
Alternative: Portable speaker, iPad with speaker
'A Sailor Went to Sea', 'Under the Sea', 'Pirates of the Caribbean Theme'
Alternative: YouTube playlist, Spotify playlist
Positioned where all seated students can see for mind mapping
Alternative: Large paper, interactive whiteboard
Different colours for mind map categories
Alternative: Dry wipe markers, felt tips
Mark boundaries and personal spaces if needed
Alternative: Bean bags, poly spots
Key Vocabulary
How energy is used in movement - can be strong, gentle, sharp, or smooth
The height at which we move - high, medium, or low
Moving in time with music or keeping the same speed as others
Planning and arranging movements into a sequence or dance
Making up movements on the spot without planning beforehand
A series of movements performed one after another in a set order
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and personal space concepts
- Simple travelling movements like walking, running, and jumping
- Ability to start and stop movement on command
Current Skills
- Creating theme-related movements and shapes
- Moving with improved timing and control
- Working collaboratively in group choreography
- Using different levels, directions and dynamics
Next Steps
- Developing longer and more complex movement sequences
- Improving performance quality and expression
- Creating partner and small group choreography
- Understanding and using more dance terminology
Milestone Indicators
Key Teaching Points
- Emphasise creative expression over 'correct' movements to build confidence
- Use theme-related vocabulary consistently to reinforce learning
- Maintain clear structure while allowing creative freedom within boundaries
- Connect all movements to sea creature characteristics for meaningful learning
- Build sequences progressively to ensure all students can succeed
- Use positive, specific feedback focusing on effort and improvement
- Create inclusive environment where all movement interpretations are valued
Common Misconceptions
- There is only one 'right' way to represent each sea creature - encourage creative variety
- Louder music and bigger movements are always better - emphasise control and appropriate dynamics
- Only confident movers can contribute to choreography - ensure all voices are heard
- Dance is only about memorising steps - focus on expression and creativity alongside technique
- Feedback must identify problems - teach positive, constructive feedback approaches
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries and expectations, use movement breaks positively, provide additional structure
dyspraxia
- Break down movements into smaller steps, provide additional practice time, use larger, simpler movements, offer physical support if needed
autism spectrum
- Provide clear structure and routine, use visual schedule, create quiet space option, prepare for theme in advance
visual impairment
- Use tactile cues and verbal descriptions for movements, provide audio-rich environment with clear musical cues, buddy system for spatial awareness
hearing impairment
- Visual demonstrations essential, use hand signals for start/stop, provide visual rhythm cues, ensure face-to-face communication
physical disability
- Adapt movements for seated or supported positions, focus on upper body expressions, modify jumping to arm movements
Cross-Curricular Links
English
Vocabulary development through theme-related words, speaking and listening during feedback, descriptive language for movement qualities
Science
Animal habitats and characteristics, understanding how sea creatures move and adapt to their environment
Art
Creative expression through movement, interpreting ideas visually through body shapes and actions
Geography
Ocean environments, understanding different sea zones and the creatures that live there
PSHE
Teamwork and cooperation, giving and receiving feedback, building confidence through performance
Teacher Guidance
Positioning
Move around space during activities to observe all students, return to central position for demonstrations
Observation Focus
Watch for creative expression, movement control, cooperation, and engagement levels
Intervention Points
Step in if students struggling with movements, safety concerns arise, or participation becomes uneven
Demonstration Notes
Always demonstrate movements clearly and exaggerated for visibility, do actions while calling them out, use enthusiastic but controlled energy
Verbal Cues
- •'Find your personal space where you can stretch without touching others'
- •'Listen for the music to stop, then freeze like a statue'
- •'Show me with your whole body, not just your arms'
- •'Remember to breathe and stay controlled'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, suitable for 30 students with personal movement space
Surface Check
Clean, non-slip surface free from obstacles, suitable for jumping and floor work
Equipment Safety
Safety Checks
- •Check music volume appropriate for space and hearing protection
- •Ensure whiteboard/markers safely positioned away from movement area
- •Verify space markers/cones have rounded edges and stable placement
Risk Management
Key Risks
- •Collisions during energetic free movement
- •Slips during quick direction changes
- •Overexcitement leading to loss of control
- •Fatigue from continuous activity
Risk Mitigation
- •Clear boundaries established with space markers
- •Personal space concept reinforced throughout lesson
- •Progressive skill building from simple to complex
- •Regular checks for student understanding and control
- •Built-in rest periods during skill learning phases
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during free movement
- •Monitor high-energy activities closely
- •Check for signs of fatigue or overexertion
- •Ensure inclusive participation while respecting individual limits
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, contact office if needed