Roman Stories in Dance
•Year 3
•Dance
•Position for clear sound throughout hall
Alternative: Phone/tablet with speaker
Place one in each corner of working space
Alternative: Pictures, symbols, or word cards
Define movement boundaries and pathways
Alternative: Bean bags, hoops, or chalk marks
Moving from one place to another whilst maintaining dance character
The height at which movements are performed - high, medium, low
The route or pattern you travel through space
A short sequence of movements that can be repeated and developed
The beat or rhythm that helps dancers stay together
Understanding where pupils are coming from and where they're going
Creative writing through 4-line themed poem homework, using descriptive language for movement feedback
Visual interpretation of corner cards, creative expression through movement, composition and flow in sequences
Roman theme connection through music and character development
Building confidence through performance, giving constructive feedback, celebrating others' creativity
Move around perimeter during travelling activities for clear sight lines, central position for demonstrations
Watch for creative problem-solving, safe spatial awareness, timing with music, and positive peer interactions
Step in if students struggling with transitions, unsafe travelling, or negative peer feedback
Always demonstrate movements slowly first, then at performance speed. Use exaggerated level changes for clarity. Model positive feedback language.
Minimum 15m x 10m clear space for travelling movements
Dry, non-slip surface free from obstacles and trip hazards
Stop music immediately, assess situation, provide appropriate first aid support, contact school medical staff if needed
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