Lesson 1 - Romans Movement & Motifs
Roman Stories in Dance
•Year 3
•Dance
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How can we use our bodies to tell the story of Ancient Romans through creative movement?
Learning Objectives
- To share knowledge about the Romans theme and create a themed mind map
- To creatively translate words and ideas into movement actions using different body parts, levels and pathways
- To demonstrate good timing, posture and extension whilst performing choreographed sequences
Key Outcomes
- Students will develop a 32-48 count Romans motif using mind map words
- Students will demonstrate agility, balance, coordination and precision in their movements
- Students will show respect and give constructive feedback to peers during performances
Equipment & Resources Required
Position for clear sound throughout the hall
Alternative: Phone with portable speaker, laptop with speakers
One set of 4 different cards for each corner of the room
Alternative: Printed images: gladiator, chariot, Roman soldier, amphitheatre
Positioned where all students can see for mind mapping activity
Alternative: Large paper and markers
Ensure they write clearly and are visible from the back
Alternative: Different coloured pens for visibility
Key Vocabulary
A short movement phrase that can be repeated and developed
The art of creating and arranging dance movements into sequences
Stretching body parts to their full length to create strong, controlled lines
How movement is performed - with different qualities like sharp, smooth, strong or gentle
The height at which movements are performed - high, medium or low
The routes we travel through space - straight, curved, zigzag
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of high, medium and low levels in movement
- Experience of moving to music with rhythm awareness
- Knowledge of personal space and general space concepts
Current Skills
- Developing motifs using theme-based vocabulary
- Translating words and ideas into physical actions
- Demonstrating agility, balance, coordination and precision in dance
Next Steps
- Extending motifs to create longer dance sequences
- Working collaboratively in small groups to choreograph
- Using dynamics and expression to enhance storytelling through dance
Milestone Indicators
Key Teaching Points
- Connect all movements to Roman theme to maintain engagement and historical context
- Use specific technical vocabulary (timing, balance, dynamics, extension) and explain clearly
- Celebrate creativity and risk-taking - emphasise no 'wrong' answers in creative exploration
- Build performance confidence gradually through structured observation and feedback
- Maintain clear structure while allowing individual expression within activities
- Count aloud consistently to develop students' internal sense of timing and rhythm
- Model positive feedback language and encourage specific rather than general praise
Common Misconceptions
- Students may think dance requires 'perfect' movements rather than creative expression - emphasise personal interpretation
- Some may believe only girls can be successful at dance - highlight warrior/soldier themes to engage all students
- Students might think faster always means better - teach that control and precision are more important than speed
- May assume historical accuracy is required - clarify that creative interpretation of themes is the goal
- Could think feedback means only pointing out problems - teach positive, constructive feedback focused on specific achievements
SEN Adaptations
ADHD
- Provide frequent movement opportunities, break tasks into smaller chunks, use clear signals for attention, celebrate effort and focus when observed
dyspraxia
- Simplify movement patterns initially, provide additional practice time, use verbal and visual cues together, celebrate small improvements in coordination
autism spectrum
- Provide clear routine and structure, allow processing time for instructions, offer quiet space if needed, use visual schedule of lesson sections
visual impairment
- Use clear verbal descriptions of all movements, provide physical guidance when appropriate, ensure good contrast for picture cards, use buddy system for spatial awareness
hearing impairment
- Ensure clear visual demonstrations, use visual cues and signals, provide written instructions where helpful, use vibrant visual picture cards
physical disability
- Adapt movements for seated or supported positions, focus on upper body actions where appropriate, provide alternative roles such as counting or feedback giving
Cross-Curricular Links
English
Vocabulary development with Roman-themed words, verbal feedback skills, and creative expression through movement interpretation
Maths
Counting skills with 32-48 count sequences, understanding of patterns and timing, spatial awareness through levels and pathways
History
Learning about Ancient Roman civilization, Roman army, gladiators, and Roman daily life through movement exploration
PSHE
Teamwork and collaboration, giving and receiving constructive feedback, building confidence through performance, respect for others' ideas
Teacher Guidance
Positioning
Stand where all students can see demonstrations clearly. During exploration phases, move around the space to observe and encourage. During performances, position to monitor both performers and audience safety and behaviour.
Observation Focus
Watch for creative interpretation, technical development (balance, timing, extension), safe movement choices, and positive collaboration. Note students needing additional support or extension challenges.
Intervention Points
Step in if students are struggling with vocabulary understanding, showing unsafe movement, or if group dynamics need support. Provide additional scaffolding for complex movements when needed.
Demonstration Notes
Always demonstrate movements clearly and at appropriate speed. Face students when possible, use exaggerated movements for clarity. Connect demonstrations to Roman theme consistently. Model the energy and quality you want to see.
Verbal Cues
- •'Strong Roman posture!'
- •'Feel the rhythm in your body!'
- •'Show me those warrior muscles!'
- •'Breathe with your movements!'
- •'Control and precision like Roman soldiers!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 12m hall space, clear of obstacles and with good acoustic properties for music
Surface Check
Clean, dry, non-slip flooring suitable for dance movements including jumping and directional changes
Equipment Safety
Safety Checks
- •Music player positioned safely away from movement area
- •Picture cards securely attached to walls or stands in corners
- •Markers/pens stored safely when not in use
- •Ensure no sharp edges or protruding objects in movement space
Risk Management
Key Risks
- •Collisions during free movement and galloping sections
- •Slips and falls during directional changes and levels work
- •Over-stretching during warm-up stretches
- •Excitement leading to unsafe movement choices
Risk Mitigation
- •Clear boundaries established for all movement activities
- •Adequate spacing maintained between students during individual work
- •Progressive building from simple to complex movements
- •Constant monitoring of energy levels and student behaviour
- •Clear stop signals established and practiced
Supervision & Emergency Procedures
Supervision Points
- •Position for clear visibility of all students during activities
- •Move around space during exploration phases to monitor closely
- •Stand where you can see both performers and audience during presentations
- •Monitor galloping section particularly closely for collisions
Emergency Procedures
Clear stop signal (hand raised) for immediate cessation of activity. Basic first aid available for minor injuries. Clear evacuation routes established. Contact details for serious injuries readily available.