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Lesson 7 - The Rainforest River Journey

Space to Synchronisation

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Year 2

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Dance

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Big Question

How can we use our bodies to tell the story of a flowing river through the rainforest?

Learning Objectives

To use changes of direction and different pathways in dance
To explore and use dynamics in dance performance
To work collaboratively to create and perform dance sequences

Key Outcomes

Students will demonstrate smooth, flowing movements representing water
Students will show clear changes of direction using different pathways
Students will perform dance phrases with appropriate dynamics

Equipment & Resources Required

Track

1 audio file

Test audio system before lesson, ensure volume allows for instruction

Alternative: Nature sounds, flowing water sounds, gentle instrumental music

Warm-Up Music

1 audio file

Have ready to play at lesson start

Alternative: Upbeat instrumental music suitable for movement

Tunnel Systems

1 speaker/sound system

Position centrally for even sound distribution

Alternative: Bluetooth speaker, tablet with good volume

Cones

8-12 markers

Use to mark performance areas and boundaries if needed

Alternative: Bean bags, spots, or natural boundaries

Key Vocabulary

Dynamics

How an action is performed - the quality and energy of movement

Pathway

The route taken through space when moving

Formation

The arrangement of dancers in space

Motif

A short sequence of movements that can be repeated and developed

Flowing

Smooth, continuous movement like water

Levels

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

Skill Progression Pathway

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

Prior Learning

Basic travelling movements (walking, running, skipping)
Following simple instructions in movement
Understanding of personal and general space

Current Skills

Changing direction while travelling
Using dynamics (flowing, smooth movements)
Working in formation as part of a group

Next Steps

Creating longer, more complex dance sequences
Working with partners and in small groups
Using more varied dynamics and levels

Milestone Indicators

Smooth transitions between different directions

Consistent flowing movement quality

Ability to maintain formation while moving

Key Teaching Points

Emphasise flowing, smooth dynamics throughout all movements
Use clear directional cues and spatial awareness language
Maintain river character and theme consistently
Encourage individual creativity within structured framework
Build sequence gradually from simple to complex
Support performance confidence through positive reinforcement
Connect movement to real-world knowledge about rivers and rainforests

Common Misconceptions

That rivers only flow in straight lines - teach about meandering and twisting
That all movements must be fast - emphasise controlled, flowing dynamics
That dance must be 'pretty' - focus on expressive and meaningful movement
That mistakes ruin a performance - teach about adaptation and flow
That only some students can be creative - encourage all to contribute ideas

SEN Adaptations

ADHD

Clear, short instructions with frequent movement breaks, varied activities to maintain engagement, positive reinforcement

dyspraxia

Slower tempo for learning sequences, additional practice time, larger movements to help with coordination, supportive partner work

autism spectrum

Clear structure with visual schedule if helpful, consistent routine, quiet space available if needed, warning before music changes

visual impairment

Use tactile cues and verbal descriptions of spatial relationships, clear verbal cues for all direction changes

hearing impairment

Use visual demonstrations throughout, hand signals for direction changes, ensure students can see teacher clearly

physical disability

Seated variations for all movements, focus on upper body river movements, partner support where appropriate

Cross-Curricular Links

English

Developing descriptive vocabulary for movement and dynamics, expressing ideas about nature

Science

Understanding water flow, natural forces, and how rivers shape landscapes

Geography

Learning about rivers, the Amazon rainforest, and South American geography

Music

Moving to rhythm and beat, understanding tempo and musical dynamics

PSHE

Working cooperatively, showing respect for others' performances, building confidence through creative expression

Teacher Guidance

Positioning

Move around the space during activities to support all students, return to central position for demonstrations

Observation Focus

Look for flowing movement quality, spatial awareness during formations, and engagement with river theme

Intervention Points

["Step in if formations break down or students become unsafe", "Provide individual support for students struggling with sequences", "Redirect attention if focus wanes during longer sequences"]

Demonstration Notes

Use your whole body to show flowing dynamics, exaggerate arm movements for clarity, maintain river character throughout

Verbal Cues

•'Flow like water!'
•'Find your space!'
•'Smooth and flowing!'
•'Feel the river moving through you!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 12m clear space, suitable for running and directional changes

Surface Check

Non-slip surface essential for turning movements, check for obstacles or hazards

Equipment Safety

Safety Checks

•Audio system positioned safely away from movement area
•Volume at appropriate level for instruction and hearing protection
•Any boundary markers placed safely outside movement zones

Risk Management

Key Risks

•Collisions during directional changes and formations
•Dizziness from spinning movements
•Slips during flowing movements
•Overcrowding in performance area

Risk Mitigation

•Clear boundaries and adequate spacing maintained throughout
•Monitor students during spinning movements for signs of dizziness
•Teach controlled directional changes rather than sharp turns
•Manage group formations with clear verbal cues

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students during movement
•Pay particular attention during formation changes and directional movements
•Monitor energy levels and provide rest as needed

Emergency Procedures

Stop activity immediately if collision occurs, assess need for first aid, clear space for any assistance required