Lesson 1 - Snake Movement Communication
Snake Movement Storytelling
•Year 4
•Dance
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we use our bodies to tell the story of a snake through dance?
Learning Objectives
- To watch professional dance work and describe how actions communicate the theme of a snake
- To perform specific dance actions that effectively communicate snake characteristics
- To create original dance movements that represent snake behaviour and movement patterns
Key Outcomes
- Students will demonstrate understanding of how dance communicates themes through movement
- Students will perform snake-inspired movements with appropriate focus and expression
- Students will create and link movements to form a cohesive snake-themed dance sequence
Equipment & Resources Required
Position for clear sound throughout hall
Alternative: Bluetooth speaker, tablet with speakers
Queue video to appropriate starting point
Alternative: Downloaded video file, alternative snake dance videos
Mark sides of hall for attack/retreat commands
Alternative: Spots, bean bags for boundaries
Key Vocabulary
Where a dancer looks during a performance to communicate character and intention
Using face muscles to show character and emotion in dance
A sweeping arm motion that traces the shape around the head whilst moving side to side
A swooping movement where the head leads the action to both sides
Crossing arms and legs to show coiling and uncoiling movements
High (standing), middle (crouched), and low (floor) positions in dance
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Understanding of high, middle and low levels in dance
- Basic knowledge of focus and facial expression in performance
- Experience creating simple movement sequences
Current Skills
- Analysing professional dance work for thematic content
- Performing character-based movements with appropriate expression
- Creating original movements inspired by animal characteristics
Next Steps
- Developing more complex choreographic structures
- Working collaboratively to create group compositions
- Exploring narrative through extended dance sequences
Milestone Indicators
Key Teaching Points
- Focus and facial expression are crucial for communicating snake character effectively
- Each movement should clearly connect to real snake behaviour and characteristics
- Use different body parts to lead movements rather than relying only on arms
- Maintain snake-like quality throughout all activities, even during instruction time
- Encourage creative interpretation while maintaining clear movement technique
- Link movements smoothly to create flowing sequences rather than isolated actions
- Performance confidence grows through practice and positive feedback from peers
Common Misconceptions
- Dance is only about looking pretty - correct by emphasising communication and storytelling power
- Only lying on belly can represent snakes - show multiple levels and creative interpretations
- Faster movement is better movement - emphasise control and character over speed
- Boys/girls can't do certain movements - ensure all movements are presented as suitable for everyone
- Making mistakes is bad - frame as learning opportunities and creative exploration
- Focus means looking at the teacher - explain focus as part of character development
SEN Adaptations
ADHD
- Frequent movement breaks built in, clear boundaries and expectations, fidget tools available during discussion times
dyspraxia
- Break movements into smaller steps, additional practice time, partner support for complex sequences
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if needed, advance notice of performance expectations
visual impairment
- Use verbal descriptions of movements, partner guidance system, tactile demonstrations of shapes and positions
hearing impairment
- Visual demonstration emphasis, written instruction cards, vibration awareness for music
physical disability
- Seated or supported versions of movements, focus on achievable body parts, adaptive equipment if needed
Cross-Curricular Links
English
Descriptive vocabulary development, story-telling through movement, discussion and reflection skills
Science
Animal movement and behaviour study, understanding predator-prey relationships
Art
Understanding how artists communicate themes and emotions through different mediums
PSHE
Confidence building, creative expression, giving and receiving feedback positively
Teacher Guidance
Positioning
Move around perimeter during practice, centre front for demonstrations
Observation Focus
Watch for creative interpretation, safe movement execution, and character development
Intervention Points
Step in if safety concerns arise, provide individual support for technique, encourage reluctant participants
Demonstration Notes
Use full body demonstrations with clear, exaggerated movements for visibility. Show both correct technique and common mistakes for clarity
Verbal Cues
- •'Think snake-like thoughts!'
- •'Let your head lead the movement!'
- •'Show me your fierce snake focus!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall space 15m x 10m, clear of obstacles and furniture
Surface Check
Clean, dry, non-slip surface suitable for travelling movements and floor work
Equipment Safety
Safety Checks
- •Audio equipment positioned safely away from movement area
- •Video screen/projector at safe height and position
- •Boundary markers placed securely and visibly
Risk Management
Key Risks
- •Collision during travelling movements
- •Loss of balance during wrap movements
- •Slips during dynamic directional changes
- •Overexertion during energetic sequences
Risk Mitigation
- •Clear movement pathways established and maintained
- •Adequate personal space for arm movements
- •Progressive skill building from simple to complex
- •Regular breaks and breathing reminders
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during movement
- •Circulate during creative work to monitor technique
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Standard first aid procedures, immediate stop signal established, injury assessment and appropriate response