Lesson 2 - Travelling Through Time - World War 2 Movement Development
Storytelling Through Movement: World War 2 Dance Narratives
•Year 6
•Dance
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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
Position centrally for clear audio throughout hall
Alternative: Bluetooth speaker, laptop with speakers
Pre-loaded with 'American Patrol' and 'Dam Busters' theme
Alternative: YouTube playlist, Spotify, MP3 files
World War 2 themed multiple choice questions prepared
Alternative: Printed cards, digital display
A, B, C, D markers clearly visible in each corner
Alternative: Cones, signs, coloured paper
2 stars and a wish format for peer assessment
Alternative: Simple feedback forms, verbal feedback only
Key Vocabulary
Moving through space whilst maintaining dance character and expression
The height at which movements are performed - high, medium, low
The route taken through space - straight, curved, zigzag
The way you face or move - forwards, backwards, sideways, diagonal
A short sequence of movements that can be repeated and developed
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
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