Machines & Forces Dance
•Year 3
•Dance
•Display where all students can see clearly
Alternative: iPad/laptop with Roman building images
Test volume levels before lesson starts
Alternative: Bluetooth speaker connected to device
Mark group working areas around hall perimeter
Alternative: Spots, bean bags, or tape marks on floor
When all dancers move at exactly the same time
When dancers move one after the other in sequence
The movement that connects one shape or position to another
How we use energy in movement - fast, slow, strong, gentle
The design and structure of buildings
The height at which we move - high, medium, low
Understanding where pupils are coming from and where they're going
Vocabulary development (architecture, construction), descriptive language, storytelling through movement
Counting in 4s and 8s, symmetry, geometric shapes, measurement and construction concepts
Forces and structures, balance and stability, materials and their properties in construction
Observational drawing of Roman buildings, design principles, architectural features, symmetry and proportion
Roman Empire, Roman architecture, construction techniques, historical timeline of Roman Britain
Move continuously around the space to observe all groups, positioning near groups who need most support
Watch for accurate unison/canon timing, safe group formations, quality of transitions, and engagement with Roman theme
Step in when groups struggle with timing, when shapes become unsafe, or when students lose focus on the building narrative
Use clear, exaggerated movements for visibility; demonstrate with confident students when possible; show contrasts (good vs. needs improvement) clearly
Large indoor space (school hall) minimum 15m x 10m with clear floor area
Clean, dry, non-slip floor surface free from obstacles and debris
Stop activity immediately, assess situation, provide appropriate first aid, contact school first aid team if needed
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