Lesson 1 - Romans Motif Development
Historical Movement to Performance
•Year 4
•Dance
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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
Position for clear sound throughout space
Alternative: Tablet with speaker, piano for accompaniment
Quintus Escapes: Centurion, Roman Numerals by Singsongalong
Alternative: Film soundtracks, classical music with strong rhythm
Positioned for all students to see during mind mapping
Alternative: Large paper sheets, interactive whiteboard
Different colours for mind map organisation
Alternative: Chalk, whiteboard pens
Roman soldier, chariot, amphitheatre, gladiator stuck in corners
Alternative: Laminated pictures, projected images
To clearly define corner positions if needed
Alternative: Chairs, PE equipment
Key Vocabulary
A short sequence of movements that can be repeated and developed
The ability to move quickly and easily with control
Stretching body parts to their full length to show clear lines
How movement is performed - the quality and energy used
The art of creating and arranging dance movements
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
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