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Lesson 1 - Romans Motif Development

Historical Movement to Performance

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Year 4

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Dance

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56 min

Big Question

How can we use our understanding of Roman history to create expressive dance movements that tell their story?

Learning Objectives

To explore and develop theme-based vocabulary through collaborative mind mapping
To translate historical concepts into creative movement patterns showing good timing and control
To combine individual actions into a structured group motif demonstrating agility, balance and coordination

Key Outcomes

Students will contribute meaningfully to a Romans-themed mind map
Students will create and perform individual movements inspired by Roman vocabulary
Students will collaborate to develop a 32-48 count Romans motif with clear structure

Equipment & Resources Required

Music Player

Position for clear sound throughout space

Alternative: Tablet with speaker, piano for accompaniment

Music Tracks

2-3 tracks

Quintus Escapes: Centurion, Roman Numerals by Singsongalong

Alternative: Film soundtracks, classical music with strong rhythm

Whiteboards

Positioned for all students to see during mind mapping

Alternative: Large paper sheets, interactive whiteboard

Dish Cones

2-3

Different colours for mind map organisation

Alternative: Chalk, whiteboard pens

Cards

Roman soldier, chariot, amphitheatre, gladiator stuck in corners

Alternative: Laminated pictures, projected images

Cones

To clearly define corner positions if needed

Alternative: Chairs, PE equipment

Key Vocabulary

Motif

A short sequence of movements that can be repeated and developed

Agility

The ability to move quickly and easily with control

Extension

Stretching body parts to their full length to show clear lines

Dynamics

How movement is performed - the quality and energy used

Choreography

The art of creating and arranging dance movements

Mind Map

A visual way of organising ideas around a central theme

Skill Progression Pathway

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

Prior Learning

Basic movement vocabulary (levels, pathways, body parts)
Simple creative movement exploration
Following basic choreographed sequences
Understanding of performance and audience concepts

Current Skills

Translating vocabulary into movement
Demonstrating agility, balance and coordination
Creating and remembering structured motifs
Performing with timing and extension

Next Steps

Complex choreographic devices and formations
Extended motif development with transitions
Partner and group choreography
Performance skills with characterisation

Milestone Indicators

Confident contribution to creative discussions

Independent creation of theme-appropriate movements

Accurate recall of multi-part sequences

Quality performance with attention to detail

Key Teaching Points

Connect all movements clearly to Roman historical context
Emphasise quality over quantity in movement exploration
Use specific dance vocabulary consistently throughout
Build confidence through positive feedback and celebration
Maintain clear structure while encouraging creativity
Focus on group cooperation and mutual support
Link physical activity to learning across the curriculum

Common Misconceptions

That dance is only about 'pretty' movements - emphasise strength and character
That there are 'right' and 'wrong' creative responses - celebrate diversity
That boys can't be expressive dancers - use strong Roman warrior themes
That you need natural talent - focus on effort and improvement
That feedback should only point out problems - teach positive, constructive feedback

SEN Adaptations

ADHD

Include frequent movement breaks, provide clear boundaries, offer choice in movement responses

dyspraxia

Break movements into smaller components, provide additional practice time, use simple motor patterns

autism spectrum

Provide clear structure and routine, offer quiet observation time, use visual schedules for lesson sections

visual impairment

Use strong verbal descriptions of movements, provide tactile guidance for positioning, ensure clear pathways

hearing impairment

Use visual demonstrations, hand signals for counting, written instructions on board

physical disability

Adapt movements for seated or limited mobility, focus on upper body or gesture-based actions

Cross-Curricular Links

English

Vocabulary development, mind mapping techniques, speaking and listening during feedback sessions

Maths

Counting in sequences, understanding patterns, timing and rhythm in 8 and 16 count phrases

Art

Visual imagery interpretation, creative expression, performance as artistic communication

History

Understanding Roman civilisation, empire, society and culture through movement interpretation

PSHE

Confidence building, teamwork, giving and receiving feedback constructively, respecting others' ideas

Teacher Guidance

Positioning

Move around the space during activities to observe all students, return to central position for instructions

Observation Focus

Watch for creative responses, group cooperation, technical improvement and safe participation

Intervention Points

Step in if students struggle with movement ideas, need timing support, or safety issues arise

Demonstration Notes

Use full body demonstrations with clear characterisation, exaggerate movements for visibility, maintain energy throughout

Verbal Cues

•'Strong gladiator arms!'
•'Feel the chariot bouncing!'
•'March like proud Roman soldiers!'
•'Count together - 1-2-3-4!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space with additional audience area, indoor hall or outdoor hard surface

Surface Check

Non-slip surface, free from obstacles, adequate ceiling height for jumping movements

Equipment Safety

Safety Checks

•Corner image cards securely attached to avoid tripping
•Music equipment positioned safely away from movement area
•Whiteboard stable and markers capped when not in use

Risk Management

Key Risks

•Collisions during travelling movements
•Falls during dynamic battle or galloping actions
•Overexertion during energetic sequences
•Distraction during performance leading to accidents

Risk Mitigation

•Clear personal space boundaries established and maintained
•Controlled warm-up and cool-down procedures
•Progressive skill building from simple to complex
•Emergency stop signal taught and practised
•Adequate spacing for group motif performance

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all students during movement
•Monitor energy levels and fatigue
•Ensure safe transitions between different activities
•Watch for appropriate participation in all activities

Emergency Procedures

Clear stop signal, first aid kit accessible, emergency contact procedures displayed