Dance
KS1PE-KS1-D003
Performing dances using simple movement patterns, developing expressive and rhythmic physical performance.
National Curriculum context
Dance at KS1 introduces pupils to the expressive and aesthetic dimensions of physical education, connecting movement to music, rhythm and creative expression. Pupils perform dances using simple movement patterns, which develops their ability to reproduce sequences of movement from memory, to coordinate their body to musical rhythms, and to use their body as a means of creative and expressive communication. Dance develops spatial awareness, body coordination and musicality alongside physical fitness, and provides an important counterpoint to games and athletics in the physical education curriculum. The requirement to use simple movement patterns ensures that dance work is accessible and achievable at this stage while still developing genuine physical and expressive skill.
1
Concepts
1
Clusters
1
Prerequisites
1
With difficulty levels
Lesson Clusters
Perform dances using simple movement patterns with expression and rhythm
practice CuratedSingle concept domain. Expressive Movement and Dance covers all aspects of KS1 dance: reproducing sequences from memory, coordinating to music and rhythm, using the body expressively to communicate ideas.
Prerequisites
Concepts from other domains that pupils should know before this domain.
Concepts (1)
Expressive Movement and Dance
skill Specialist TeacherPE-KS1-C003
Dance in physical education develops pupils' ability to use their bodies expressively to communicate ideas, stories, moods and characters through movement. At KS1, pupils work with simple movement patterns, developing the ability to remember and reproduce sequences of movement, to coordinate their movement to music and rhythm, and to use their bodies with creative intention. Dance develops body awareness, spatial awareness, coordination and musicality alongside physical fitness.
Teaching guidance
Use a variety of stimuli for dance: music, stories, natural phenomena (weather, animals), themes and emotions. Teach specific movement vocabulary: stretching, curling, twisting, turning, travelling, jumping, stillness. Build simple sequences by combining a small number of actions. Use mirroring and copying activities to develop movement observation and reproduction. Encourage pupils to explore and choose their own movement responses within structured frameworks. Perform to each other to develop confidence and the experience of communicating through movement.
Common misconceptions
Some pupils (particularly boys) may resist dance activities. Framing dance as physical skill development and using stimuli with broad appeal addresses this cultural barrier. Pupils may believe there is one correct way to move; open-ended tasks that reward diverse responses develop creative confidence. Pupils may focus on steps rather than expression; teaching that dance communicates something develops more intentional and expressive performance.
Difficulty levels
Performing simple movement actions (jumping, turning, stretching, curling) and beginning to remember a short sequence of two or three movements.
Example task
Copy these three movements: stretch tall, curl into a ball, jump. Can you do them in order?
Model response: I stretched up as tall as I could, then curled down into a ball shape, then jumped up. I did them in the right order.
Performing a sequence of movements with improving control and expression, using changes in level, speed and direction.
Example task
Create a four-movement dance sequence that includes a high movement, a low movement, a fast movement and a slow movement.
Model response: I started with a slow stretch reaching high (slow, high). Then a fast spin (fast). Then a slow sinking movement to the floor (slow, low). Then a fast jump back up (fast, high). I tried to move smoothly between each one.
Creating and performing dance sequences that express ideas, moods or stories, with control, coordination and expressive quality in partnership or group work.
Example task
With a partner, create a short dance that tells the story of fire — starting small, growing and dying down. Perform it to music.
Model response: We started curled small on the floor, flickering our fingers (small flame). We gradually stood up, making bigger movements (fire growing). At the peak we moved quickly and expressively with big arm movements (blazing fire). Then we slowly sank back down, smaller and smaller, until we were still (embers dying). We matched our movements to the music and to each other.
Delivery rationale
Physical Education skill concept — requires physical space, expert technique correction, and safety supervision.