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Lesson 1 - World War 2 Motif Development

Historical Storytelling Through Movement and Choreography

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Year 5

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Dance

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Big Question

How can dance movements tell the story of historical events and help us understand the past?

Learning Objectives

To develop a 48-64 count motif demonstrating agility, balance, coordination and precision
To create imaginative actions based on World War 2 themed vocabulary
To perform movements in unison with good timing and musical awareness

Key Outcomes

Students will create and perform historically-themed dance movements
Students will demonstrate improved coordination and timing skills
Students will work collaboratively to build a class motif

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout hall

Alternative: Portable speaker, tablet with speaker dock

World War 2 Music Collection

Pre-loaded with 'American Patrol' and 'Dam Busters' theme

Alternative: Youtube playlist, CD collection

Whiteboards

Positioned where all students can see for mind mapping

Alternative: Large paper sheet, interactive board

Dish Cones

4-5

Different colours for categorising words

Alternative: Chalk, dry-wipe pens

Cones

One in each corner of hall for quiz activity

Alternative: Coloured cones, numbered cards

Key Vocabulary

Motif

A short sequence of movements that forms the basis of a dance

Unison

Performing movements at exactly the same time as others

Coordination

The ability to use different parts of the body together smoothly

Precision

Performing movements with accuracy and control

Choreography

The art of creating and arranging dance movements

Skill Progression Pathway

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

Prior Learning

Basic locomotor skills (walking, running, marching)
Simple dance movements and gestures
Understanding of rhythm and beat

Current Skills

Creating themed movement sequences
Performing in unison with others
Demonstrating precision and coordination

Next Steps

Developing more complex choreographic structures
Adding emotional expression to movements
Creating narrative dance sequences

Milestone Indicators

Maintains rhythm consistently throughout motif

Shows clear characterisation in movements

Demonstrates spatial and timing awareness

Key Teaching Points

Connect all movements to historical context rather than just physical actions
Emphasise precision and control over speed and power
Build motif systematically - master each section before adding the next
Use music to enhance understanding of timing and unison
Celebrate creative interpretation while maintaining group cohesion
Link to cross-curricular learning throughout the lesson
Focus on collaborative achievement rather than individual performance

Common Misconceptions

Students may think dance must be graceful - emphasise that strong, precise movements are equally valid
Some may focus only on fighting/violence aspects - guide towards human stories and experiences
Assumption that louder/bigger movements are better - teach that controlled, precise movements have more impact
Belief that they need previous dance experience - emphasise that everyone can move and express ideas
Thinking that historical accuracy requires exact replication - encourage creative interpretation and emotional connection

SEN Adaptations

ADHD

Regular change of activity, clear physical boundaries, opportunities for leadership roles, movement breaks built into structure

dyspraxia

Simplified movement patterns initially, extra practice time, visual cues for spatial awareness, slower progression through motif

autism spectrum

Clear structure and routine, visual schedule of lesson sections, quiet space available if needed, predictable patterns in motif

visual impairment

Clear verbal descriptions of all movements, buddy system for spatial awareness, use of contrasting music for different sections

hearing impairment

Visual cues and demonstrations for timing, written instructions displayed, vibration or visual signals for music changes

physical disability

Seated or modified versions of all movements, focus on upper body or arms only variations, adapted kneeling alternatives

Cross-Curricular Links

English

Vocabulary development, creative writing through poem homework, oral communication in discussions

Maths

Counting in groups of 8, understanding fractions (quarter turns), spatial awareness and positioning

History

World War 2 chronology, key events, impact on civilians, military tactics and strategy

Music

Rhythm and timing, responding to different musical styles and periods, performing in unison

PSHE

Teamwork and collaboration, remembrance and respect, understanding historical sacrifice and courage

Teacher Guidance

Positioning

Position where all students can see demonstrations, move around groups during pair work to provide support

Observation Focus

Watch for creative interpretation, safe movement execution, collaborative working, musical timing

Intervention Points

Step in if students struggling with historical concepts, movement safety concerns, or group dynamics issues

Demonstration Notes

Always demonstrate movements clearly before students attempt them, show both good and less effective examples, emphasise the historical context of each movement

Verbal Cues

•'Sharp, precise movements like real soldiers'
•'Listen to the music and let it guide your timing'
•'Support your partner's ideas - build on them'
•'Think about the story your movement is telling'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall minimum 15m x 20m, clear of obstacles for full class movement and performance areas

Surface Check

Non-slip floor surface, checked for wet patches or debris, adequate grip for turning movements

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•No trailing cables across walkways
•Corner signs securely positioned, not creating trip hazards

Risk Management

Key Risks

•Collisions during corner quiz activity
•Falls during kneeling/standing sequences
•Overexertion in repetitive motif practice

Risk Mitigation

•Clear boundaries established for all activities
•Controlled movement speeds emphasised throughout
•Safe kneeling technique demonstrated and practised
•Adequate spacing maintained between students
•Regular breaks and hydration reminders

Supervision & Emergency Procedures

Supervision Points

•Position to observe all students during movement activities
•Monitor corner quiz for safe movement patterns
•Watch kneeling/standing transitions carefully

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact office if required