Lesson 1 - Fire of London Movement and Actions
Great Fire Dance
•Year 2
•Dance
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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
Positioned where all students can hear clearly
Alternative: Tablet or phone with external speaker
Positioned at front for mind mapping activity
Alternative: Large paper sheets
Ready for mind map creation
Alternative: Coloured chalk
Fire begins in Pudding Lane track, Kasabian 'Fire', Ellie Goulding 'Burn'
Alternative: Alternative historical or dramatic music
Key Vocabulary
The art of creating and arranging dance movements
A short movement phrase that can be repeated and developed
The height at which movements are performed - high, medium, low
When movements happen in relation to music and other dancers
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
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