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Lesson 1 - Fire of London Movement and Actions

Great Fire Dance

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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 the story of the Great Fire of London through movement and dance?

Learning Objectives

To move safely and creatively in space using theme-related movements
To translate words and ideas into Fire of London themed shapes, movements and actions
To develop the first 16 counts of a Fire of London motif using choreographic ideas

Key Outcomes

Students will create and perform theme-related movements representing Fire of London concepts
Students will contribute ideas to a mind map and translate them into physical actions
Students will work collaboratively to develop a short movement sequence

Equipment & Resources Required

Music Player

Positioned where all students can hear clearly

Alternative: Tablet or phone with external speaker

Whiteboards

Positioned at front for mind mapping activity

Alternative: Large paper sheets

Markers

3-4

Ready for mind map creation

Alternative: Coloured chalk

Music Tracks

Fire begins in Pudding Lane track, Kasabian 'Fire', Ellie Goulding 'Burn'

Alternative: Alternative historical or dramatic music

Key Vocabulary

Choreography

The art of creating and arranging dance movements

Motif

A short movement phrase that can be repeated and developed

Levels

The height at which movements are performed - high, medium, low

Timing

When movements happen in relation to music and other dancers

Dynamics

How movements are performed - fast, slow, strong, gentle

Skill Progression Pathway

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

Prior Learning

Basic body awareness and spatial understanding
Simple locomotor movements like walking, running, skipping
Following instructions and copying movements

Current Skills

Creating theme-related movements and actions
Understanding timing and levels in movement
Working collaboratively to develop choreography

Next Steps

Developing more complex movement sequences
Understanding dynamics and expression in dance
Creating partner and group choreography

Milestone Indicators

Shows clear theme-related movements

Demonstrates good timing and control

Contributes creative ideas to group work

Key Teaching Points

Always connect movements to the Fire of London theme for meaningful learning
Build sequence gradually - master each section before combining
Use clear, exaggerated demonstrations that all students can see
Encourage creative interpretation while maintaining safety
Provide specific feedback using dance vocabulary
Celebrate effort and creativity over perfection
Link to historical learning throughout the lesson

Common Misconceptions

All Fire movements must be fast - explain that some fire moves slowly
Dance movements must be 'pretty' - emphasise that strong, dramatic movements are also dance
Everyone must move exactly the same - encourage personal interpretation within structure
Louder music means better performance - focus on control and expression
Historical themes are boring - demonstrate excitement and drama of the period

SEN Adaptations

ADHD

Regular movement breaks built in, clear boundaries, immediate positive feedback

dyspraxia

Break down movements into smaller steps, extra practice time, visual and verbal cues combined

autism spectrum

Clear structure and routine, visual schedule of lesson sections, quiet space available if needed

visual impairment

Clear verbal descriptions of all movements, partner support for spatial awareness, tactile cues for timing

hearing impairment

Visual demonstrations emphasised, hand signals for timing, vibrating speaker for music feel

physical disability

Seated or adapted versions of movements, upper body focus if needed, modified range of motion

Cross-Curricular Links

English

Developing vocabulary, speaking and listening skills, creative expression

Art

Creating visual representations through movement, understanding artistic expression

History

Learning about the Great Fire of London 1666, understanding historical events and their impact

Music

Moving to rhythm and beat, understanding timing and musical structure

PSHE

Working cooperatively, giving and receiving feedback, building confidence

Teacher Guidance

Positioning

Front corner of space for maximum visibility, able to demonstrate clearly

Observation Focus

Look for creative interpretation, safe spacing, engagement with theme

Intervention Points

Step in if unsafe movement patterns, support struggling students, extend confident learners

Demonstration Notes

Always demonstrate movements clearly, exaggerate for visibility, maintain enthusiasm throughout

Verbal Cues

•'Show me your biggest flames!'
•'Make your sparks really sharp!'
•'Use your space safely!'

Safety Considerations

Space & Surface Requirements

Space Requirements

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

Surface Check

Non-slip floor surface, free from obstacles and hazards

Equipment Safety

Safety Checks

•Check music equipment leads are not creating trip hazards
•Ensure whiteboard markers have caps to prevent staining
•Music volume appropriate for space and not damaging to hearing

Risk Management

Key Risks

•Collisions during energetic movement
•Slips during quick direction changes
•Arm contact during extended movements
•Over-excitement leading to loss of control

Risk Mitigation

•Clear personal space boundaries established
•Stop signals taught and practised
•Progressive building from slow to normal speed
•Adequate spacing maintained throughout

Supervision & Emergency Procedures

Supervision Points

•Position to see all students during movement activities
•Move around space during practice to check technique
•Monitor energy levels and enthusiasm

Emergency Procedures

Stop activity immediately, assess any incidents, provide appropriate first aid, complete accident forms if required