Lesson 1 - World War 2 Movement and Expression
Storytelling Through Movement: World War 2 Dance Narratives
•Year 6
•Dance
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
Position for whole hall coverage, test volume levels before lesson
Alternative: Portable speaker or tablet with good volume
Pre-loaded and tested, appropriate length tracks for activities
Alternative: Individual tracks: 'American Patrol', 'The Dam Busters March'
Clearly visible in each corner of the room, securely attached
Alternative: Coloured cones with laminated letters
Multiple choice format, age-appropriate content, answers prepared
Alternative: Whiteboard with pre-written questions
Visible to whole class, working markers available
Alternative: Large paper and felt pens, flip chart
Key Vocabulary
A short sequence of movements that can be repeated and developed
When all dancers perform the same movements at exactly the same time
The beat or pulse in music that helps dancers stay in time
The art of creating and arranging dance movements
Performing movements with exactness and accuracy
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
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