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Lesson 2 - Travelling Through Time - World War 2 Movement Development

Storytelling Through Movement: World War 2 Dance Narratives

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Year 6

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Dance

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Big Question

How can we transform static wartime actions into powerful travelling dance movements that tell the story of World War 2?

Learning Objectives

To creatively change static actions into travelling movements with purpose and expression
To demonstrate use of different levels, pathways and directions when travelling
To develop a 32-count individual travelling section combining wartime-themed movements

Key Outcomes

Students will create expressive travelling movements based on World War 2 themes
Students will demonstrate control of levels, pathways and directions in dance sequences
Students will combine static and travelling movements to create a cohesive dance narrative

Equipment & Resources Required

Tunnel Systems

Position centrally for clear audio throughout hall

Alternative: Bluetooth speaker, laptop with speakers

World War 2 Music Collection

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

Alternative: YouTube playlist, Spotify, MP3 files

Quiz Questions

8-10 questions

World War 2 themed multiple choice questions prepared

Alternative: Printed cards, digital display

Cones

A, B, C, D markers clearly visible in each corner

Alternative: Cones, signs, coloured paper

Score Sheets

15 (half class size)

2 stars and a wish format for peer assessment

Alternative: Simple feedback forms, verbal feedback only

Key Vocabulary

Travelling

Moving through space whilst maintaining dance character and expression

Levels

The height at which movements are performed - high, medium, low

Pathway

The route taken through space - straight, curved, zigzag

Direction

The way you face or move - forwards, backwards, sideways, diagonal

Motif

A short sequence of movements that can be repeated and developed

32-count

A sequence that lasts for 32 beats of music

Skill Progression Pathway

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

Prior Learning

Basic locomotive movements (walking, marching, running)
Understanding of high, medium and low levels
Previous lesson's World War 2 static motif (March, Salute, Dambusters, Shooting)
Experience with following musical beats and counting

Current Skills

Transforming static actions into travelling movements
Controlling body whilst changing levels during travel
Creating curved, straight and zigzag pathways
Combining movements to create extended sequences

Next Steps

Group choreography and synchronisation
Performance skills and audience awareness
Evaluation and refinement of dance compositions
Integration of props and costume elements

Milestone Indicators

Fluid transition from static to travelling movements

Clear demonstration of three different levels whilst moving

Confident execution of 32-count sequence

Ability to provide constructive peer feedback

Key Teaching Points

Maintain historical authenticity and respect throughout all movement interpretations
Use specific vocabulary (levels, pathways, directions) consistently to build technical understanding
Connect all movements to wartime narratives to enhance meaning and engagement
Build complexity gradually from static to travelling to sequenced movements
Celebrate creativity while maintaining clear success criteria for quality movement
Use peer assessment to develop observation skills and build supportive learning community
Link physical learning to cross-curricular themes, especially history and literacy

Common Misconceptions

Students may think travelling means moving fast - emphasise control and purpose over speed
Some may struggle with abstract concepts of pathways - use concrete examples and demonstrations
Students might separate dance from historical context - consistently reinforce thematic connections
May assume all wartime movements should be aggressive - guide towards respectful, authentic interpretations
Could think complex is always better - emphasise quality of basic elements over complicated additions

SEN Adaptations

ADHD

Movement breaks built into instruction time, clear physical boundaries, specific focus tasks during peer observation

dyspraxia

Slower movement demonstrations, simplified pathways initially, partner support for sequence building

autism spectrum

Clear structure with visual schedule, quiet reflection time between activities, consistent routine and expectations

visual impairment

Use verbal descriptions of spatial concepts, buddy system for travelling, clear audio cues for timing

hearing impairment

Visual demonstrations of all movements, visual cues for timing, written feedback forms for assessment

physical disability

Adapt travelling to wheelchair movement, upper body focus for arm actions, seated performance options

Cross-Curricular Links

English

Poetry writing, creative expression, narrative structure, historical vocabulary development

History

World War 2 events, RAF operations, civilian experiences, historical timeline and key figures

Music

Musical timing, rhythm recognition, wartime songs and their cultural significance

PSHE

Respect and remembrance, working collaboratively, giving constructive feedback, historical empathy

Teacher Guidance

Positioning

Move around space during exploration, central for demonstrations, edge for performance viewing

Observation Focus

Look for creative application of levels/pathways/directions, historical authenticity, peer interaction quality

Intervention Points

Support students struggling with transitions, guide inappropriate interpretations, encourage reluctant performers

Demonstration Notes

Use clear, exaggerated movements for visibility, maintain historical respect, show transitions slowly first

Verbal Cues

•'Strong and purposeful!'
•'Think about your story!'
•'Show me your levels!'
•'What pathway will you choose?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or studio space minimum 15m x 10m for 30 students travelling safely

Surface Check

Non-slip floor surface, free from obstacles, adequate ventilation for physical activity

Equipment Safety

Safety Checks

•Sound system positioned safely with trailing leads secured
•Corner markers stable and visible
•Music volume appropriate for instruction over activity

Risk Management

Key Risks

•Collisions during travelling movements
•Falls when changing levels or directions
•Inappropriate historical interpretations
•Overexertion during extended physical activity

Risk Mitigation

•Clear boundaries established for individual movement areas
•Gradual progression from static to travelling movements
•Emphasis on controlled, purposeful movement rather than speed
•Regular safety reminders about spatial awareness

Supervision & Emergency Procedures

Supervision Points

•Position to observe all students during travelling phases
•Monitor for appropriate historical interpretation and respect
•Watch for signs of fatigue during extended activity

Emergency Procedures

Stop signal established, first aid kit accessible, clear emergency exit routes maintained