Creative Movement Block

Year Group: Year 4

Subject: Physical Education (Introduction to Dance)

Duration: 35 minutes

Class Size: 20 students

Curriculum Area: Physical Education – KS2

National Curriculum Reference: Pupils should develop flexibility, strength, technique, control, and balance, and perform dances using a range of movement patterns.

---

Learning Objectives

1. By the end of the lesson, learners will understand how to explore and move safely within their own personal space and shared space.
2. Pupils will demonstrate a variety of travelling actions, turns, jumps, and gestures aligned with creative movement.
3. Learners will begin to apply their movements rhythmically in a structured practice (stations) and games-based activity.

---

Success Criteria

• Students can confidently move within their defined space without colliding with others.
• Pupils can perform at least four travelling actions, two turns, and two jumps with control and style.
• Students can creatively combine movements in response to a stimulus by the end of the lesson.

---

Resources and Setup

• Music Device and Preselected Music: Upbeat instrumental track suitable for young learners (e.g. mid-tempo).
• Coloured Spot Markers: For personal space identification.
• Cones: To divide areas into four activity zones (for station activities).
• Mini Whiteboard & Pen: To demonstrate instructions.
• Open, safe hall/playing space free of obstacles.

---

Lesson Structure

Introduction (6 minutes)

1. Welcome and Explanation (2 minutes):

   • Gather students into a semi-circle and discuss the focus of today’s session: "Exploring how we use movement creatively and dance with control".
   • Briefly explain the terms personal space (moving in your own area without bumping into anyone else) and shared space (being mindful of others when moving in a larger area).

2. Warm-Up Activity (4 minutes):
   Name: Freeze and Flow

   • Play a piece of music and ask students to move freely around the hall by walking in different directions.
   • On the teacher's command (e.g., “Freeze” or “Flow”), students stop immediately or begin flowing movements like stretching or swaying. Encourage them to move lightly and respect personal space.

---

Development Phase 1: Stations (12 minutes)

Objective: Introduce and practise travelling, turning, jumping, and gesture actions.

• Split the class into four groups of five. Assign each group to a marked station in the hall (using cones). Rotate every 2.5 minutes.

Station 1: Travelling Actions Practice

Actions: Skipping, hopping, galloping, and side-stepping.
Instruction: Students travel across their station zone performing these actions with controlled pace.

Station 2: Turns

Actions: Spin, pivot, and half-turn jumps.
Instruction: Students practise these different types of turns. Encourage focus on balance when completing a turn.

Station 3: Jumps

Actions: Star jumps, tuck jumps, and two-footed leaps.
Instruction: Students practise landing softly with bent knees and proper control. Partner feedback can be encouraged.

Station 4: Gestures and Expression

Actions: Waving, pointing, rolling hands, stretching upwards with fingertips.
Instruction: Students explore how their gestures can express emotions (e.g., joyous "big waves" vs. shy "small waves").

Transition Time: Allow 15 seconds between each station to rotate safely.

---

Development Phase 2: Application/Games (12 minutes)

Dance Challenge: Build a Movement Sequence
Objective: Pupils creatively combine actions from all 4 movement types.

1. Bring the group together and set the challenge:

   • "You’ve been practising lots of movement skills today: travelling, turning, jumping, and gestures. Now, let’s see how you can link them together to form a short movement sequence!"

2. Breakdown:

   • Each child works in pairs (or alone if needed for confidence).
   • They create a sequence using 1 travelling action, 1 turn, 1 jump, and 1 gesture.
   • Give them 2 minutes to plan and 3 minutes to practise. Music can play in the background for inspiration.

3. Performance (5 minutes):

   • Invite pairs (or small groups, depending on confidence) to showcase their sequence to the class.
   • Encourage applause and positive feedback between performances.

---

Cool Down and Reflection (5 minutes)

1. Wind Down:

   • Play calming instrumental music and guide students through gentle stretching:
     • Reach for the sky, touch toes, gentle side stretches, and big arm circles.
     • End with sitting cross-legged, focusing on slow, deep breathing.

2. Reflection Questions:

   • "What was your favourite movement today?"
   • "Was it easier to move in your own space or shared space? Why?"
   • "Can anyone name one thing they think they improved in?"

---

Assessment Opportunities

• Formative Assessment: Observe pupils' ability to travel, turn, jump, and gesture during stations.
• Peer Feedback: During the Dance Challenge, encourage peers to give constructive praise for creativity and control.
• Teacher’s Evaluation: Note students’ ability to move safely in space and whether they demonstrate growing confidence.

---

Adaptation for Differentiation

• For less confident learners: Pair them with supportive peers during activities requiring creativity (e.g., Dance Challenge). Provide clear, step-by-step demonstrations at each station.
• For advanced learners: Challenge them to add a second turn, jump, or gesture to their movement sequences. Ask them to experiment with moving at different speeds.

---

Follow-Up Suggestions

1. Next lesson: Introduce the concept of rhythms, using stepping or clapping to follow beats alongside movement exploration.
2. Encourage students to share their learned movements at home to build confidence.
3. Integration: Teachers can ask pupils to illustrate or write about their favourite movement sequence as part of creative writing or art.

---

This lesson builds confidence, physical awareness, and creative skills while aligning to KS2 physical development goals. Pupils leave the session feeling energised and looking forward to exploring rhythm and dance further!