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Lesson 1 - Egyptian Theme Movement Exploration

Choreography & Movement Storytelling

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Year 3

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Dance

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45 min

Big Question

How can we use our bodies to tell stories from ancient Egypt?

Learning Objectives

To explore theme-related vocabulary through creative movement
To develop motifs demonstrating agility, balance, coordination and precision
To create and perform a short Egyptian-themed dance sequence

Key Outcomes

Students will create theme-related movements showing good timing and control
Students will contribute ideas to a mind map and translate words into actions
Students will perform a 32-48 count Egyptian motif with improved technique

Equipment & Resources Required

Music Player

Position for clear sound across whole space

Alternative: Tablet/phone with speaker

Whiteboards

Visible to all students when seated in listening area

Alternative: Large paper sheets

Markers

2-3

Different colours for mind map creation

Alternative: Chalk for blackboard

Egyptian Themed Music

2-3 tracks

Walk Like an Egyptian (Bangles), Egyptian Reggae suggested

Alternative: Any rhythmic world music

Key Vocabulary

Motif

A short movement phrase that can be repeated and developed

Extension

Stretching body parts to their full length for better line and control

Dynamics

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

Balance

Keeping steady and controlled when moving or holding positions

Timing

Moving in time with the music beat and with others

Improvisation

Making up movements spontaneously without planning

Skill Progression Pathway

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

Prior Learning

Basic locomotor movements (walking, marching)
Simple copying of teacher-led actions
Understanding of personal and general space

Current Skills

Theme-based creative movement
Motif development and memorisation
Performance skills with timing and control

Next Steps

Extended dance sequences with transitions
Partner and group choreography
Dance appreciation and evaluation skills

Milestone Indicators

Demonstrates clear characterisation in movements

Shows improved coordination and balance

Can remember and perform a short sequence accurately

Key Teaching Points

Connect all movements to Egyptian theme for meaningful context
Build sequence gradually in manageable chunks
Emphasise quality of movement over speed or complexity
Use clear counts and rhythmic patterns for timing development
Create supportive performance environment for confidence building
Develop dance vocabulary through practical application
Balance individual creativity with group cohesion

Common Misconceptions

Dance is only about entertainment - explain how dance tells stories and communicates ideas
Boys don't dance - show Egyptian warriors and pharaohs as strong, proud dancers
You need natural talent - emphasise that all movements can be improved with practice
Perfect technique required - focus on expression and effort over technical perfection
Egyptian theme is only about pyramids - explore broader cultural movements and ideas

SEN Adaptations

ADHD

Frequent movement opportunities, clear boundaries and expectations, positive reinforcement for focus, shorter instruction segments

dyspraxia

Simplified sequences, additional practice time, visual and verbal cues combined, celebration of individual progress

autism spectrum

Clear structure and routine, visual sequence cards, quiet space available if overwhelmed, advance warning of activity changes

visual impairment

Clear verbal descriptions of all movements, partner support for spatial awareness, tactile guidance for positions

hearing impairment

Visual demonstrations with exaggerated movements, visual cues for music starts/stops, written sequence cards

physical disability

Seated versions of all actions, upper body focus alternatives, adapted motif using available movement range

Cross-Curricular Links

English

Vocabulary development, creative expression, listening and speaking skills through discussion and feedback

Maths

Counting beats and sequences, understanding patterns and structure, spatial awareness concepts

Art

Understanding body shapes and lines, exploring expression and interpretation of themes visually

Geography

Learning about Egyptian landscape, climate and how environment influences culture and movement

History

Learning about ancient Egyptian civilisation, daily life, and cultural practices through embodied experience

PSHE

Building confidence through performance, developing respect for others, collaborative working skills

Teacher Guidance

Positioning

Move around perimeter during free movement, centre-front for demonstrations, among students during floor work

Observation Focus

Watch for spatial awareness, controlled movements, engagement with theme, peer interactions

Intervention Points

Step in if unsafe movement, provide support for memory difficulties, redirect off-task behaviour

Demonstration Notes

Always demonstrate actions while giving instructions, exaggerate key positions for clarity, maintain Egyptian character throughout demonstrations

Verbal Cues

•'Find your own space with arms stretched out wide'
•'Freeze like a statue when the music stops'
•'Show me strong, proud pharaoh posture'
•'Let's count together: 1, 2, 3, 4'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, suitable for floor work including lying down and rolling

Surface Check

Clean, dry floor surface free from debris, suitable for floor contact

Equipment Safety

Safety Checks

•Music volume appropriate for instruction hearing
•Secure placement of music equipment away from movement area
•Whiteboard/flipchart stable and positioned safely

Risk Management

Key Risks

•Collisions during free movement sections
•Falls during balance positions or transitions
•Overexertion during energetic warm-up

Risk Mitigation

•Clear personal space boundaries established and maintained
•Controlled pace during floor work and transitions
•Regular safety reminders about spatial awareness
•Gradual warm-up progression to prevent injury

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during scattered movement
•Move around space during floor work to support individuals
•Monitor energy levels and provide rest opportunities

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid support, contact school office if required