Lesson 7 - The Rainforest River Journey
Space to Synchronisation
•Year 2
•Dance
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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
Test audio system before lesson, ensure volume allows for instruction
Alternative: Nature sounds, flowing water sounds, gentle instrumental music
Have ready to play at lesson start
Alternative: Upbeat instrumental music suitable for movement
Position centrally for even sound distribution
Alternative: Bluetooth speaker, tablet with good volume
Use to mark performance areas and boundaries if needed
Alternative: Bean bags, spots, or natural boundaries
Key Vocabulary
How an action is performed - the quality and energy of movement
The route taken through space when moving
The arrangement of dancers in space
A short sequence of movements that can be repeated and developed
Smooth, continuous movement like water
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
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