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Lesson 5 - Superhero Dance Sequencing

Action Adventure Narrative Dance

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Year 4

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Dance

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45 min

Big Question

How can we use superhero movements to create flowing dance sequences that tell a story?

Learning Objectives

Explore the order of actions to sequence dance movements within a short dance to show good flow
Work collaboratively in small groups to refine movements and create cohesive sequences
Evaluate and improve dance work using appropriate dance vocabulary

Key Outcomes

Students will sequence given movements into flowing combinations
Students will create an original 5-action superhero dance routine demonstrating good flow
Students will work cooperatively in groups to refine and improve movement quality

Equipment & Resources Required

Music Player

Position for clear sound across the hall

Alternative: Mobile phone with speaker, CD player

Themed Music

Various tracks

Prepare playlist with different tempo options

Alternative: Dramatic orchestral music, film soundtracks

Cones

Create defined spaces for group work

Alternative: Spots, hoops, tape on floor

Sun Markers

1 set

For displaying movement sequences and vocabulary

Alternative: Flip chart paper, visual aids

Key Vocabulary

Arabesque

A balance position where one leg extends behind while arms reach forward

Gallop

A travelling step where the front foot leads and the back foot follows

Sequence

A series of movements performed in a specific order

Flow

Smooth, continuous movement without stops or jerky transitions

Dynamics

The speed, force, and energy used in movement

Elevation

The height achieved when jumping or leaping

Skill Progression Pathway

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

Prior Learning

Basic locomotor movements (running, jumping, galloping)
Simple balance positions and body awareness
Understanding of high and low levels in movement

Current Skills

Sequencing movements to create flowing combinations
Collaborative choreography in small groups
Control of movement dynamics and speed

Next Steps

Creating longer, more complex dance sequences
Adding partner work and group formations
Incorporating props or costumes into dance

Milestone Indicators

Smooth transitions between movements

Consistent superhero character throughout sequence

Effective use of space and levels

Key Teaching Points

Sequencing movements creates different feelings and flow in dance
Working collaboratively makes creative work stronger and more enjoyable
Character and story can drive movement choices and expression
Speed and dynamics significantly affect how movement feels and looks
Practice and repetition improve both individual and group performance
Creative exploration leads to better understanding and personal connection
Supporting others in their learning creates positive group dynamics

Common Misconceptions

Thinking sequences must always be in alphabetical or numerical order - correct by showing creative alternatives
Believing faster movement is always better - demonstrate how speed affects control and expression
Assuming all group members must do identical movements - encourage individual expression within group unity
Thinking improvisation means 'anything goes' - guide toward purposeful, character-driven movement
Believing dance must be 'pretty' or 'graceful' - emphasise strength, power, and character as equally valid
Assuming mistakes are problems - reframe as opportunities for creative development

SEN Adaptations

ADHD

Short, focused activities with clear boundaries, opportunities for leadership, regular positive feedback

dyspraxia

Simplified sequences to start, extra practice time, focus on effort over precision, peer support encouraged

autism spectrum

Clear routine structure, visual sequence cards, quiet zones available, predictable lesson format

visual impairment

Clear verbal descriptions of all movements, tactile demonstration of positions, buddy system for spatial guidance

hearing impairment

Visual demonstrations emphasised, hand signals for sequence cues, written sequence cards available

physical disability

Adapted movements for different mobility levels, seated versions of movements available, focus on achievable elements

Cross-Curricular Links

Maths

Counting sequences, understanding order and patterns, spatial awareness and positioning

Science

Understanding balance and forces, exploring gravity through jumping, body awareness and control

PSHE

Teamwork and collaboration, building confidence, supporting others, making decisions together

Teacher Guidance

Positioning

Move constantly around space during activities to provide individual support and monitor safety

Observation Focus

Watch for creative engagement, technical improvement, and positive collaboration

Intervention Points

Step in to support groups struggling with decision-making or to ensure inclusive participation

Demonstration Notes

Use full commitment to superhero character to engage students and model creative expression

Verbal Cues

•'Show me your superhero strength!'
•'Smooth transitions, team!'
•'What story is your movement telling?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space suitable for jumping, floor work, and group movement

Surface Check

Clean, dry, non-slip surface appropriate for dance activity and safe for floor work

Equipment Safety

Safety Checks

•Music system positioned safely out of movement area
•Cones/markers placed to define spaces clearly without creating trip hazards
•Volume level appropriate for instruction and safety awareness

Risk Management

Key Risks

•Collisions during group work
•Falls during jumping or balance activities
•Injuries from uncontrolled movement during improvisation

Risk Mitigation

•Clear group boundaries established with markers
•Adequate spacing between working groups
•Progressive skill building from individual to group work
•Emphasis on controlled movement over speed

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all groups during collaborative work
•Monitor jumping activities for safe landing technique
•Circulate during improvisation to ensure spatial awareness

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, and modify activity if needed