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Lesson 1 - Pirate Movements

Pirate Dance Adventures

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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 pirates through movement and dance?

Learning Objectives

To move safely and creatively in space using pirate-themed movements
To use vocabulary from a pirate mind map to create different types of travel showing good timing and use of levels
To develop the first 16 counts of a 32 count pirate motif using collaborative choreography

Key Outcomes

Students will create theme-related shapes, movements and actions using their bodies
Students will contribute key words to a pirate-themed mind map and translate these into movement
Students will perform simple movement patterns with improved timing and spatial awareness

Equipment & Resources Required

CD Player

Positioned where all students can hear clearly, test volume before lesson

Alternative: Bluetooth speaker, tablet with speakers

Whiteboards

Positioned at front where all seated students can see

Alternative: Large paper sheet, interactive whiteboard

Sun Markers

2-3 different colours

Test markers work before lesson begins

Alternative: Chalk for blackboard, digital pens for interactive board

Thematic Music Playlist

Digital files

Tracks cued: 'Yo Ho! A Pirates Life for Me' and 'He's a Pirate'

Alternative: CD versions if available

Key Vocabulary

Mind map

A visual way of organising ideas and words around a central theme

Choreography

The art of creating and arranging dance movements in a sequence

Dynamics

How we perform movements - fast or slow, strong or gentle, smooth or sharp

Levels

The height at which we move - high (standing/jumping), medium (crouching), low (on floor)

Timing

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

Sequence

A series of movements performed one after another in order

Skill Progression Pathway

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

Prior Learning

Basic locomotor skills (walking, running, jumping)
Ability to move in own space without bumping others
Understanding of high, medium and low levels
Experience following simple instructions

Current Skills

Creating theme-related movements and shapes
Working collaboratively to build a mind map
Translating words and ideas into physical actions
Performing simple choreographed sequences

Next Steps

Developing the remaining 16 counts of the pirate motif
Adding more complex dynamics and expression
Working in smaller groups to create original sequences
Performing with props and costume elements

Milestone Indicators

Confident movement in own space without collisions

Clear connection between chosen words and movement interpretation

Ability to remember and repeat movement sequences

Positive engagement with feedback and improvement

Key Teaching Points

Connect vocabulary to movement through clear demonstration and exploration
Build confidence through positive reinforcement and celebration of creativity
Develop sequence memory through repetition and clear counting
Encourage performance quality through character development and expression
Foster collaboration through mind mapping and peer feedback
Maintain safety through clear spatial boundaries and controlled movement
Link learning to broader curriculum themes and real-world connections

Common Misconceptions

Thinking there is only one 'correct' way to interpret each word - encourage multiple interpretations
Believing complex movements are better - emphasise clarity and control over complexity
Assuming sequence must be performed identically by all - allow for individual expression within structure
Thinking mistakes during performance are failures - frame as learning opportunities
Believing dance is only for certain students - ensure all feel included and capable

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries, use movement as positive outlet, clear start/stop signals

dyspraxia

Simplify movement patterns, provide extra practice time, allow copying others, break down complex movements into steps

autism spectrum

Provide clear structure and routine, use visual schedule, allow quiet space if overwhelmed, prepare for theme in advance

visual impairment

Use clear verbal descriptions of movements, allow student to feel teacher's movements, provide audio cues for timing

hearing impairment

Use visual demonstrations, hand signals for timing, ensure student can see all instructions clearly

physical disability

Adapt movements for wheelchair or limited mobility, focus on upper body or available movement, seated versions of activities

Cross-Curricular Links

English

Vocabulary development through mind mapping, descriptive language for movement qualities, speaking and listening during discussions

Art

Visual interpretation of themes, creating mental images from words, understanding of visual composition in performance

Geography

Ocean exploration, understanding of ships and navigation, discussion of tropical locations

History

Understanding historical context of pirates, exploring past societies and their characteristics

Music

Rhythm and timing, responding to musical cues, understanding of beat and tempo

PSHE

Cooperation and teamwork, giving and receiving feedback, building confidence through performance

Teacher Guidance

Positioning

Move around perimeter during individual work to observe all students, return to front for demonstrations and instructions

Observation Focus

Watch for creative interpretation, safe movement, engagement level, and peer interactions

Intervention Points

Step in if students struggle with word-to-movement connection, if spacing becomes unsafe, or if participation drops

Demonstration Notes

Always demonstrate movements clearly before asking students to try, use exaggerated movements for visibility, maintain pirate character throughout

Verbal Cues

•'Show me your pirate character!'
•'Use your whole body!'
•'Find your own space!'
•'Think about your levels!'

Safety Considerations

Space & Surface Requirements

Space Requirements

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

Surface Check

Smooth, non-slip surface free from obstacles, adequate for dance movement

Equipment Safety

Safety Checks

•Check audio equipment is positioned safely away from movement area
•Ensure whiteboard markers have caps to prevent accidents
•Test music volume is appropriate - not too loud to cause hearing issues

Risk Management

Key Risks

•Students colliding during individual movement work
•Slips during dynamic movements
•Overexertion during warm-up phase
•Injuries from unsafe stretching

Risk Mitigation

•Clear boundaries established for individual work spaces
•Gradual warm-up with progressive intensity
•Emphasis on controlled movements rather than speed
•Teacher positioned to observe all students during activities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during individual exploration
•Monitor spacing between students during group activities
•Watch for signs of fatigue or overexertion
•Ensure students follow movement instructions safely

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid if needed, contact school office if serious