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Big Question

How can we use dance to bring the ancient Olympic Games to life and show the relationship between trainers and athletes?

Learning Objectives

  • Develop complex interacting movements showing relationships between characters
  • Create ceremonial sequences that demonstrate different Olympic events
  • Use expression and creativity to portray ancient Greek athletes and trainers

Key Outcomes

  • Students will perform sequences showing trainer-athlete relationships with accurate timing
  • Students will create opening ceremonial dances representing Olympic events
  • Students will demonstrate changes in level, speed, and flow in their movements

Equipment & Resources Required

Tunnel Systems
1

Position for clear sound throughout hall

Alternative: Portable speaker, tablet with speakers

Ancient Greek Ceremonial Music
Playlist

Test volume and have backup tracks ready

Alternative: Classical music with strong rhythm, dramatic film soundtracks

Cones
8-12

Mark performance spaces for groups

Alternative: Spots, rope to mark boundaries

Whiteboards
1

For recording Olympic events and movement ideas

Alternative: Large paper sheets

Key Vocabulary

Sequence

A series of movements linked together smoothly

Interlinking

Movements that connect with your partner's actions

Character

Taking on the role of someone else through movement

Ceremonial

Formal, important movements for special occasions

Flow

Smooth, continuous movement without stopping

Level

The height of your body - high, medium, or low

Skill Progression Pathway

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

Prior Learning

  • Basic dance movements and travelling actions
  • Understanding of rhythm and timing in movement
  • Experience working with partners in creative activities
  • Knowledge of ancient civilizations from history lessons

Current Skills

  • Creating character-based movements showing relationships
  • Developing sequences with interlinking actions
  • Using changes in level, speed, and flow
  • Improvising movements to represent specific themes

Next Steps

  • Complex group choreography with multiple relationships
  • Using props and apparatus to enhance storytelling
  • Creating dance narratives with beginning, middle, and end
  • Performing for larger audiences with confidence

Milestone Indicators

1
Maintains character throughout entire sequence
2
Shows clear timing with partner or group
3
Includes at least 3 different levels in performance
4
Demonstrates smooth transitions between movements

Key Teaching Points

  • Maintain historical context throughout to enhance engagement and learning
  • Emphasise the relationship aspect - trainer and athlete cooperation is central
  • Insist on changes in level, speed, and flow for movement quality development
  • Create ceremonial atmosphere during performances to build confidence
  • Connect Olympic values (respect, excellence, friendship) to learning outcomes
  • Use specific positive feedback focusing on effort and creativity
  • Ensure all students experience both trainer and athlete roles for complete understanding

Common Misconceptions

  • Ancient Olympics were exactly like modern Olympics - clarify differences in events and context
  • Only strong students can be good 'athletes' - emphasise that creativity and expression matter more
  • Dance sequences must be perfect - focus on effort, creativity, and cooperation over perfection
  • Trainer role means being bossy - emphasise positive encouragement and supportive guidance
  • All movements must be realistic - encourage creative interpretation and exaggeration for dramatic effect

SEN Adaptations

ADHD
  • Short, varied activities with clear transitions, movement breaks within sections, specific roles and responsibilities, positive reinforcement for focus
dyspraxia
  • Simplified movement sequences, extra practice time, partner support for coordination, break down complex movements into smaller steps
autism spectrum
  • Clear structure with visual schedule, consistent routines, quiet reflection spaces available, predictable group formations, warning before performance time
visual impairment
  • Use clear verbal descriptions of movements, partner guidance during sequences, tactile markers for performance spaces, describe other groups' performances
hearing impairment
  • Visual demonstrations of all movements, hand signals for timing, vibration speakers for music feel, written instruction cards available
physical disability
  • Seated or adapted movements for Olympic events, modified level changes using chairs/supports, focus on upper body expression, alternative participation roles

Cross-Curricular Links

English

Greek mythology vocabulary, descriptive language for movement, storytelling through performance, speaking and listening skills

Maths

Counting beats and rhythms, patterns in movement sequences, measuring performance spaces, timing and duration

Art

Greek pottery designs, Olympic symbols and wreaths, costume and decoration in ancient times

Geography

Location of ancient Greece, Mount Olympus, Mediterranean civilizations, mapping ancient trade routes

History

Ancient civilizations, Greek culture and religion, origins of Olympic Games, historical timeline understanding

Music

Rhythm and tempo, listening skills, responding to musical moods, ceremonial and celebratory music

PSHE

Teamwork and cooperation, showing respect and appreciation, building confidence, managing emotions during performance

Teacher Guidance

Positioning

Central position during instruction, move between groups during development, corner position for performances

Observation Focus

Character portrayal, group cooperation, inclusion of required elements (levels, speeds, flow)

Intervention Points

Step in if groups struggle with decision-making, if movements become unsafe, or if cooperation breaks down

Demonstration Notes

Use clear, exaggerated movements for visibility, maintain character throughout demonstrations, show both trainer and athlete roles

Verbal Cues
  • •'Show me your Olympic strength!'
  • •'Feel the character in your movement!'
  • •'Remember to change levels!'
  • •'Flow like water between movements!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 15m clear space, suitable for group movement and performances

Surface Check

Clean, non-slip surface free from obstacles, adequate grip for turning movements

Equipment Safety

Safety Checks
  • •Check music system volume appropriate for age group
  • •Ensure markers/cones have no sharp edges
  • •Test all electrical equipment before use

Risk Management

Key Risks
  • •Collisions during group movement
  • •Falls during level changes or turning
  • •Overstretching during warm-up
  • •Overexcitement during performances
Risk Mitigation
  • •Clear boundaries established for each working group
  • •Adequate spacing maintained between groups
  • •Controlled cool-down ensures gradual energy reduction
  • •Teacher positioned for maximum visibility of all students

Supervision & Emergency Procedures

Supervision Points
  • •Position to observe all groups simultaneously
  • •Move between groups during development work
  • •Maintain clear sightlines during performances
Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or support, ensure other students remain safe