Lesson 1 - Preparing for an Expedition
Storytelling Through Movement: Explorer Adventures
•Year 2
•Dance
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we move like champion dancers to tell the story of brave explorers preparing for their adventures?
Learning Objectives
- Students will use controlled movements to represent an explorer preparing for an expedition
- Students will coordinate their bodies to create clear, expressive dance movements
- Students will respond to musical stimuli with appropriate actions and timing
Key Outcomes
- All students will create movements that represent items needed for an expedition
- Most students will combine three movements into a flowing sequence
- Some students will demonstrate advanced expression and creativity in their explorer character
Equipment & Resources Required
Positioned for clear sound throughout dance space
Alternative: Tablet with Bluetooth speaker, drum for rhythm
Cued ready for different sections of lesson
Alternative: Adventure film soundtracks, world music, rhythmic beats
Available for creating clear 8-count rhythms
Alternative: Clapping, wooden blocks, shaker
Displayed where all students can see for discussion
Alternative: Books about explorers, world map, expedition equipment pictures
Mark boundaries and create defined dance area
Alternative: Spots, hoops, tape marks on floor
Key Vocabulary
A dancer who moves with excellent control, rhythm and expression
A journey or adventure to explore new places
A short movement sequence that can be repeated and developed
Using face and body to clearly show emotions and character
Smooth, continuous movement from one action to another
Something that inspires or triggers a movement response
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and control
- Simple movement patterns and rhythmic responses
- Understanding of personal and general space
Current Skills
- Controlled movement responses to stimuli
- Creating movements to represent objects and actions
- Combining movements into simple sequences
Next Steps
- Developing longer movement sequences
- Working with partners to create shared narratives
- Responding to more complex musical changes
Milestone Indicators
Key Teaching Points
- Emphasise 'champion dancer' qualities of control, rhythm response and full body involvement throughout
- Connect all movements clearly to expedition theme to maintain engagement and purpose
- Use 8-count structure consistently to develop musical awareness and timing skills
- Encourage large, clear movements that communicate to an audience
- Build from simple individual movements to complex sequences progressively
- Maintain focus on creative expression while developing technical control
- Use positive reinforcement to build confidence in performance and creativity
Common Misconceptions
- Dance is only about moving fast - emphasise control and quality over speed
- Boys can't be champion dancers - use explorer theme to engage all students equally
- Movements must be perfect first time - encourage experimentation and refinement
- Louder music means better dance - teach response to rhythm rather than volume
- Dancing is copying the teacher - promote individual creativity within structure
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear movement boundaries, offer leadership roles for engagement
dyspraxia
- Simplify sequences to 2 movements initially, provide extra practice time, offer physical support for balance if needed
autism spectrum
- Provide visual schedule of lesson sections, offer quiet break space if needed, use consistent routine and clear instructions
visual impairment
- Use clear verbal descriptions of all movements, provide physical guidance for spatial awareness, use contrasting visual aids
hearing impairment
- Use strong visual demonstrations, provide written instructions, use vibrating drum for rhythm if available
physical disability
- Adapt movements for seated or supported positions, focus on upper body expressions, modify vessel movements as needed
Cross-Curricular Links
English
Developing vocabulary related to movement and exploration, storytelling through dance
Maths
Counting beats and sequences, understanding patterns and repetition in movement motifs
Science
Understanding weather conditions, equipment needs, and environmental challenges faced by explorers
Geography
Exploring different environments and terrains, understanding expedition destinations and challenges
History
Learning about famous explorers and their contributions to world knowledge
PSHE
Building confidence, cooperation skills, and resilience through creative expression
Teacher Guidance
Positioning
Move around the space to observe all students, return to central position for demonstrations
Observation Focus
Watch for movement control, spatial awareness, creative expression and rhythm response
Intervention Points
Step in if movements become unsafe, provide additional support for students struggling with sequences
Demonstration Notes
Always demonstrate movements clearly, use exaggerated actions for visibility, connect all demonstrations to expedition theme
Verbal Cues
- •'Show me with your whole body!'
- •'Make it big enough for the audience to see!'
- •'Champion dancers move with control!'
- •'What story are your movements telling?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall space 10m x 15m, clear of obstacles and hazards
Surface Check
Clean, dry floor suitable for dance movement, no slippery areas
Equipment Safety
Safety Checks
- •Music volume at safe level allowing for instructions
- •Drum/tambourine in good condition with no sharp edges
- •Visual aids securely displayed to avoid distraction during movement
Risk Management
Key Risks
- •Collisions during travelling activities
- •Falls during dramatic 'incident' movements
- •Overexertion during energetic sequences
Risk Mitigation
- •Clear boundaries established with space markers
- •Emphasis on controlled movement throughout lesson
- •Regular reminders about personal space and spatial awareness
- •Teacher demonstration of safe 'incident' movements
- •Cool-down period to prevent overheating
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during travelling activities
- •Monitor energy levels and intervene if movements become unsafe
- •Watch for signs of fatigue or loss of control
Emergency Procedures
Stop signal established, first aid kit accessible, clear evacuation route maintained