Lesson 1 - Vikings Motif Development
Viking Narrative Dance
•Year 4
•Dance
•Start Planning Better PE Lessons
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How can we use our knowledge of Vikings to create expressive dance movements that tell their story?
Learning Objectives
- To share what we know about the Vikings theme and contribute to collaborative learning
- To creatively translate Viking-related words and ideas into expressive dance movements
- To demonstrate good timing, posture, and extension in our movement sequences
Key Outcomes
- Students will have created and performed a 32-48 count Vikings motif using collaborative choreography
- Students will demonstrate improved agility, balance, coordination and precision in their movements
- Students will have contributed meaningfully to theme-related discussions and movement creation
Equipment & Resources Required
Position for clear sound throughout hall
Alternative: Tablet/phone with portable speaker
Visible to all students when seated in listening area
Alternative: Large paper sheets, interactive whiteboard
Different colours for organising mind map
Alternative: Coloured pens for flipchart
Suggested: 'Northmen' soundtrack, 'Vikings Attack' TV series soundtrack
Alternative: Any dramatic instrumental music
Key Vocabulary
A short sequence of movements that can be repeated and developed
Moving in time with the music or counts, showing rhythm and control
Stretching body parts fully to create clear, strong lines
How movements are performed - with strength, softness, sharpness or flow
Creating movements spontaneously without planning
Planning and arranging movements into a sequence
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of rhythm and beat from previous dance lessons
- Ability to copy simple movement patterns
- Experience working in groups and following instructions
- Basic knowledge of historical topics from curriculum
Current Skills
- Developing motifs that demonstrate agility, balance, coordination and precision
- Translating abstract concepts into physical movements
- Working collaboratively to create group choreography
- Using feedback to improve performance quality
Next Steps
- Creating longer, more complex dance sequences
- Incorporating partner and group formations
- Developing personal style and interpretation
- Leading choreography sessions with peers
Milestone Indicators
Key Teaching Points
- Always demonstrate movements clearly before asking students to practice
- Use the Vikings theme consistently to maintain engagement and context
- Build complexity gradually from simple actions to full 44-count motif
- Encourage creative interpretation while maintaining safety and control
- Connect movement quality to dance vocabulary throughout the lesson
- Balance individual exploration with structured group learning
- Use positive reinforcement to build confidence in performance
Common Misconceptions
- Vikings were only violent warriors - emphasise their roles as explorers, traders, and settlers
- Dance requires perfect technique - focus on expression and creativity over technical perfection
- Boys can't or shouldn't dance - ensure all students feel included and valued
- Feedback should only point out mistakes - teach constructive, positive feedback skills
- Historical themes limit creative expression - show how themes can inspire diverse interpretations
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and expectations, use movement as positive outlet
dyspraxia
- Break down movements into smaller parts, provide extra practice time, use peer support and modelling
autism spectrum
- Provide clear structure and routine, use visual schedule of lesson sections, offer quiet observation opportunities
visual impairment
- Use clear verbal descriptions of all movements, provide tactile guidance for body positions, use partner support for spatial awareness
hearing impairment
- Use visual demonstrations throughout, provide written instructions on board, use hand signals for timing cues
physical disability
- Adapt movements for seated performance, focus on upper body actions, provide alternative movements for rolling sequence
Cross-Curricular Links
English
Vocabulary development, creative expression, speaking and listening during discussions and feedback
Art
Creative expression through movement, understanding how different art forms can represent themes
Geography
Understanding Viking routes, settlements, and their impact on different regions
History
Learning about Vikings, their culture, travels, and historical significance in British history
Music
Rhythm and timing, listening to themed music, understanding how music supports storytelling
PSHE
Collaborative learning, giving and receiving feedback, building confidence through performance
Teacher Guidance
Positioning
Move around the space to observe all students, position yourself where you can see and be seen by everyone
Observation Focus
Watch for safe movement, creative interpretation, timing and coordination, peer interaction quality
Intervention Points
Step in if movements become unsafe, support struggling students, redirect off-task behaviour, provide additional demonstrations
Demonstration Notes
Always demonstrate movements clearly before asking students to try, face class for initial demo then turn back for students to copy, exaggerate movements for visibility
Verbal Cues
- •'Show me strong Viking warriors!'
- •'Think about your timing with the music'
- •'Extend those arms like powerful Vikings!'
- •'Find your own space to explore'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 12m clear space, suitable for 30 students moving simultaneously
Surface Check
Clean, dry, non-slip floor free from obstacles and hazards
Equipment Safety
Safety Checks
- •Music equipment positioned safely away from movement area
- •Whiteboard/flipchart secured and positioned for visibility
- •No trailing wires or electrical hazards in movement space
Risk Management
Key Risks
- •Collisions during free movement
- •Falls during rolling sequence in Viking King section
- •Overexertion during energetic Viking actions
- •Loss of balance during shooting sequence
Risk Mitigation
- •Clear personal space boundaries established and maintained
- •Progressive skill building from simple to complex movements
- •Controlled demonstrations of all movements before student practice
- •Adequate rest and breathing spaces built into lesson structure
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all students during movement activities
- •Move around space during exploration to monitor and support
- •Pay particular attention during rolling and balance sequences
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact office if needed