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Lesson 1 - Preparing for an Expedition

Storytelling Through Movement: Explorer Adventures

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Year 2

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Dance

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45 min

Big Question

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

Music Player

Positioned for clear sound throughout dance space

Alternative: Tablet with Bluetooth speaker, drum for rhythm

Thematic Music Playlist

1 playlist

Cued ready for different sections of lesson

Alternative: Adventure film soundtracks, world music, rhythmic beats

Drum

Available for creating clear 8-count rhythms

Alternative: Clapping, wooden blocks, shaker

Visual Aids of Famous Explorers

5-10 images

Displayed where all students can see for discussion

Alternative: Books about explorers, world map, expedition equipment pictures

Markers Cones

8-12

Mark boundaries and create defined dance area

Alternative: Spots, hoops, tape marks on floor

Key Vocabulary

Champion dancer

A dancer who moves with excellent control, rhythm and expression

Expedition

A journey or adventure to explore new places

Motif

A short movement sequence that can be repeated and developed

Expression

Using face and body to clearly show emotions and character

Flow

Smooth, continuous movement from one action to another

Stimulus

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

Consistent control throughout movement sequences

Clear representation of chosen expedition theme

Smooth transitions between different movements

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