KS1 Dance: Let's Move with Naomi and Nigel! Superheroes

Kapow! Join Naomi and Nigel for a movement adventure about superheroes!

Superheroes

The focus of this dance session is characterisation, giving children the opportunity to learn how the dynamics of movement can be used to portray different characteristics. It includes the dance skill of locomotion - creatively performing different travelling actions.

Dance session summary

Warm-up
For the warm-up the children go on an imaginary superhero adventure, transforming to become superheroes in action!

Part 1: Action words; travelling using different body actions
In this section the children explore travelling using different body actions. They will use their imagination to express the character of a superhero through their dance movements. Characterisation is when we can pretend to be characters and show what characters we are imagining to be through our dance movements.

Part 2: Which superhero are you? Characterisation through dance movements
If you pause before starting this section you could explain that the children are going to explore ‘characters’ through dance movements. Recap that this is called characterisation. We can pretend to be characters and show which characters we are being through the way we move.

Part 3: Working in pairs with creative movement to form a sequence
Next the children explore creative movements which can be combined to form a sequence. Nigel and Naomi ask the children to plan a sequence. They are given a minute to talk together and plan their movements.

Part 4: Here to save the day! Whole class performance and evaluation
The children focus on a narrative dance to tell a story of a superhero saving the world by defeating the Gunge Monster. Nigel and Naomi take the class through a series of musical sections that utilise the movement ideas they have been learning throughout the session.

Cool down
The children cool down, ready to return to the school day.

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Resources

Teacher Notes

Download / print the guidance for using this dance session with your group (pdf)

Teacher Notes

Transcript - Superheroes

Download/print the transcript of this dance session

Transcript - Superheroes
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Related BBC Education content

Develop Key Stage 1 English skills with the Small Town Superheroes from BBC Bitesize.

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Curriculum relevance

Let's Move - with Naomi and Nigel! addresses the following learning objectives from the curriculum guidance of the four UK nations:

England
National Curriculum Programmes of Study for Physical Education in Key Stage One:
Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others.
They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.
Pupils should be taught to:
Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.
Perform dances using simple movement patterns.

Scotland
Curriculum for Excellence - Physical Education as part of the wider Health and Wellbeing section. Outcomes:
I am learning to move my body well, exploring how to manage and control it and finding out how to use and share space.
I am discovering ways that I can link actions and skills to create movement patterns and sequences. This has motivated me to practice and improve my skills to develop control and flow.
I am developing my movement skills through practice and energetic play.
I am developing skills and techniques and improving my level of performance and fitness.
I am aware of my own and others’ needs and feelings especially when taking turns and sharing resources. I recognise the need to follow rules.
I can follow and understand rules and procedures, developing my ability to achieve personal goals. I recognise and can adopt different roles in a range of practical activities.
By exploring and observing movement, I can describe what I have learned about it.
I can recognise progress and achievement by discussing my thoughts and feelings and giving and accepting feedback.

Northern Ireland
The minimum content for Physical Education at KS1 is set out below:
Teachers should provide opportunities for pupils to develop knowledge, understanding and skills in:
Dance
Pupils should be enabled to: use different parts of the body to explore personal and general space and to move using simple actions; listen to, and move in response to, different stimuli and accompaniments; move in a controlled manner, at different speeds and in different directions, using different levels in space, (high, low), and different strengths (heavy, light); perform simple steps and movements to given rhythms and musical phrases; create, practice, remember and perform simple movement sequences; develop their movements progressively individually and in pairs.

Wales
Foundation Phase Framework. Physical Skills:
Personal
• develop coordination • develop gross motor skills • develop fine manipulative skills • develop confidence • control body movements • develop muscle tone, appropriate tension and balance • develop sensory awareness • use a range of small and large equipment and stimuli • link the basic actions in sequence and gradually improve their control and use of different shapes, levels and direction of travel.

Adventurous and Physical Play
• develop an understanding of how their bodies move • be able to move safely with increasing control and coordination • become proficient at the basic actions of travelling, including stepping, jumping and landing, transferring weight from feet to hands, balancing, rolling, turning, climbing and swinging, both on the floor and when using a range of equipment and apparatus • link the basic actions in sequence and gradually improve their control and use of different shapes, levels and direction of travel • understand, appreciate and enjoy the differences between running, walking, skipping, jumping, climbing and hopping • become knowledgeable about spatial awareness and relationships such as behind, underneath, below, over, under and on top of.

Health, fitness and safety
• recognise the effects exercise has on their bodies as they move • describe what happens to their breathing and how they look and feel after exercise • begin to understand that regular exercise improves health and fitness and that it helps body parts to work well • become aware of dangers and safety issues in their environment.

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