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Lesson 1 - World War 2 Movement and Expression

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 use our bodies to tell the powerful stories of World War 2 through dance and movement?

Learning Objectives

To develop a 48-64 count motif based on World War 2 themes
To translate historical knowledge into creative movement and expression
To perform choreographed movements with timing, precision and in unison

Key Outcomes

Students will create imaginative movements based on World War 2 themes
Students will demonstrate improved timing and coordination in group performance
Students will show understanding of historical events through physical expression

Equipment & Resources Required

Tunnel Systems

Position for whole hall coverage, test volume levels before lesson

Alternative: Portable speaker or tablet with good volume

World War II Themed Music

1 playlist

Pre-loaded and tested, appropriate length tracks for activities

Alternative: Individual tracks: 'American Patrol', 'The Dam Busters March'

Cards

11 cards

Clearly visible in each corner of the room, securely attached

Alternative: Coloured cones with laminated letters

Quiz Questions

10-15 questions

Multiple choice format, age-appropriate content, answers prepared

Alternative: Whiteboard with pre-written questions

Sun Markers

1 set

Visible to whole class, working markers available

Alternative: Large paper and felt pens, flip chart

Key Vocabulary

Motif

A short sequence of movements that can be repeated and developed

Unison

When all dancers perform the same movements at exactly the same time

Count

The beat or pulse in music that helps dancers stay in time

Choreography

The art of creating and arranging dance movements

Precision

Performing movements with exactness and accuracy

Agility

The ability to move quickly and easily with good control

Skill Progression Pathway

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

Prior Learning

Basic dance movements and travelling actions
Understanding of beat and rhythm in music
Previous work on historical themes in other subjects
Experience working in pairs and small groups

Current Skills

Creating motifs based on historical themes
Translating ideas and words into physical movements
Performing in unison with accurate timing
Demonstrating agility, balance, coordination and precision

Next Steps

Developing longer, more complex dance sequences
Adding emotional expression and characterisation
Creating narrative dance pieces with beginning, middle and end
Incorporating props and costume elements

Milestone Indicators

Can create 8-count movement phrases independently

Shows clear connection between historical knowledge and movement choices

Maintains timing when performing with others

Demonstrates improved precision and control in movements

Key Teaching Points

Connect all movements clearly to historical themes and knowledge
Maintain respectful and appropriate tone when dealing with war content
Focus on precision and timing rather than just enthusiasm
Encourage creative interpretation while maintaining structure
Build confidence through positive reinforcement and supportive environment
Use counting and rhythm as the foundation for all movement work
Emphasise the storytelling aspect of dance and movement

Common Misconceptions

That dance must be 'pretty' - war themes can be powerful and expressive
That all movements must be literal representations of actions
That timing isn't important in creative movement work
That historical content must be either completely serious or avoided
That students can't create meaningful choreography at this age level
That movement work doesn't require the same precision as other PE activities

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear physical boundaries, use movement positively to channel energy

dyspraxia

Simplify movement sequences, provide extra practice time, use counting cues and visual patterns to support coordination

autism spectrum

Provide clear structure and routine, use visual schedules for lesson progression, offer quiet space if needed for regulation

visual impairment

Use clear verbal descriptions of all movements, provide tactile guidance for hand positioning, ensure strong musical cues for timing

hearing impairment

Provide visual demonstrations of all movements, use hand signals for counting, ensure students can see teacher clearly at all times

physical disability

Adapt movements for seated or supported positions, focus on upper body expressions, modify kneeling section to standing alternative

Cross-Curricular Links

English

Vocabulary development, creative writing through homework poem task, expressing ideas through movement and words

Maths

Counting in multiples of 4 and 8, understanding of sequences and patterns, timing and duration concepts

Science

Understanding of body systems during exercise, heart rate and breathing changes, muscle groups and physical responses

History

Direct connection to World War 2 learning, understanding of key events, people and timeline of 1939-1945

Music

Understanding of rhythm, beat and tempo, working with musical accompaniment, appreciation of period-appropriate music

PSHE

Cooperation and teamwork skills, respect for historical events and people, confidence building through performance

Teacher Guidance

Positioning

Maintain central position during group work with clear sight lines to all students, move to front during demonstrations

Observation Focus

Watch for historical understanding through movement choices, timing and coordination skills, cooperation and respect levels

Intervention Points

Step in if movements become inappropriate or unsafe, support struggling pairs, guide discussion away from graphic war content

Demonstration Notes

Demonstrate all movements with enthusiasm and precision, exaggerate key teaching points for clarity, model appropriate respect for historical content

Verbal Cues

•'Show me the story with your body!'
•'Keep counting - 1-2-3-4!'
•'Remember - together we're stronger!'
•'Think about what this word means to your movements'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m clear space, preferably larger hall for full group movement and circular patterns

Surface Check

Smooth, non-slip surface suitable for varied movements including kneeling, free from water or debris

Equipment Safety

Safety Checks

•Check music system volume levels before lesson start
•Ensure corner cards are securely fastened and won't fall
•Verify all electrical equipment is safely positioned

Risk Management

Key Risks

•Collisions during corner movement and group choreography
•Slips during circular movements and direction changes
•Injury during kneeling movements in shooting section
•Strain during stretching if not properly controlled

Risk Mitigation

•Clear movement pathways established and maintained
•Adequate spacing between students during all activities
•Progressive movement building from simple to complex
•Safe technique demonstrated for all floor movements
•Teacher positioning for maximum supervision of movement area

Supervision & Emergency Procedures

Supervision Points

•Position for clear sight lines during corner activities
•Central location during group choreography development
•Close monitoring during pair work for appropriate content
•Active supervision during performance sections

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid if needed, contact school office if medical assistance required