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Lesson 1 - Creative Movement Exploration

Expressive Storytelling

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Year 2

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Dance

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45 min

Big Question

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

Music Player

Position where all students can hear clearly but not too loud

Alternative: Portable speaker, iPad with speaker

Under the Sea Music

3-4 tracks

'A Sailor Went to Sea', 'Under the Sea', 'Pirates of the Caribbean Theme'

Alternative: YouTube playlist, Spotify playlist

Whiteboards

Positioned where all seated students can see for mind mapping

Alternative: Large paper, interactive whiteboard

Dish Cones

2-3

Different colours for mind map categories

Alternative: Dry wipe markers, felt tips

Markers Cones

8-10

Mark boundaries and personal spaces if needed

Alternative: Bean bags, poly spots

Key Vocabulary

Dynamics

How energy is used in movement - can be strong, gentle, sharp, or smooth

Levels

The height at which we move - high, medium, or low

Timing

Moving in time with music or keeping the same speed as others

Choreography

Planning and arranging movements into a sequence or dance

Improvise

Making up movements on the spot without planning beforehand

Sequence

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

Can create recognisable sea creature movements

Shows improved control and balance

Demonstrates good spatial awareness

Contributes positively to group activities

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