KS1 and KS2 dance lesson ideas for primary teachers

For a KS1 or KS2 dance lesson, choose one theme, warm up, let children explore movements, shape their favourites into a short sequence, then perform and talk about it. Keep instructions short and the lesson active. KS1 children can link two or three moves, while KS2 children can build phrases, work in groups and improve their work.

What the curriculum says about dance

In England, dance sits inside the PE programme of study. At key stage 1, the national curriculum says pupils should “perform dances using simple movement patterns”. At key stage 2, pupils should “perform dances using a range of movement patterns” and “compare their performances with previous ones and demonstrate improvement to achieve their personal best”. We last checked this on 28 October 2026.

That gives you a helpful frame for any lesson: simple patterns first, then more range, then looking back to see what improved. Scotland, Wales and Northern Ireland have their own curricula, so check yours if you teach there. We’ve also written about the government’s curriculum review and what it could mean for dance. These KS1 and KS2 dance lesson ideas all follow the same simple shape: warm up, explore, create, perform and talk about it.

A lesson shape that works for both key stages

Schools set their own timetables, so treat these timings as a starting point. This split suits a 45 minute lesson and shrinks neatly to 30.

1. Warm up, about 5 to 8 minutes. Get the heart rate up and loosen the joints, linked to your theme.
2. Explore, about 10 minutes. Give children a prompt and let them try lots of ideas.
3. Make a sequence, about 12 minutes. Choose the best moves and put them in order.
4. Perform, about 8 minutes. Half the class shows, half watches, then swap.
5. Cool down and reflect, about 5 minutes. Slow stretches, then one question, such as “What did you like about the dance you saw?”

The same five steps work all year. Swap the theme and you have a new lesson.

Choosing a theme

Themes give children something to say with their bodies. They also link easily to topics in the classroom. Pick one that your class already knows.

• Weather. Rain taps and tiptoes, wind spins and sways, thunder stamps and jumps, sunshine stretches wide.
• Animals and minibeasts. Slithering, hopping, buzzing and scuttling give a ready bank of movement ideas.
• Toys come to life. Start frozen, then wake up and move like a robot, a rag doll or a spinning top.
• Seasons. Falling leaves, snowflakes, spring shoots and summer waves.
• Machines. Each child is a cog, piston or lever with a repeating movement, then the whole class joins into one machine.
• Stories and poems. Pick a short text and give each part its own movement.
• Topics from history or science. A water cycle dance, a space launch, or a day in the life of a Roman soldier.

Warm ups that suit the theme

Make warm ups part of the story. If the theme is weather, start with a “weather walk”: walk in the sunshine, jog in the rain, lean into the wind, and freeze when you hear thunder. For a machine theme, warm up each body part in turn as if oiling the machine.

Check the floor and footwear before you start. Follow your school’s policy on bare feet, trainers or socks, and avoid slippery surfaces.

Explore: let children find the moves

Exploring is where children get to be creative, so keep your own demonstrations to a minimum. Give a prompt and a short time limit.

• “Show me three ways to be a raindrop.”
• “Can you move like a robot with a low battery?”
• “Find a way to travel across the room without using your feet.”

Use words like fast and slow, high and low, big and small, smooth and sharp. These simple contrasts give children the language of dance without any technical terms.

Make a short sequence

A sequence is a set of moves in a chosen order, with a clear start and a clear end.

• KS1. Aim for a beginning pose, two or three moves and a final pose. Children can do this alone, in pairs or as a whole class following you.
• KS2. Ask children to make a beginning, a middle and an end, then link their phrases with travel or turns. Groups of three or four can add formations, canon (one after another) or unison (all together).

Give children a very simple structure, such as “start low, make three moves, finish high”. Structure helps children who struggle with a blank page.

Perform and respond

Share the dances in small groups, then ask the audience to look for one thing that worked well. Aim for specific, kind feedback, such as “I liked how you all froze together”. Children learn that watching is part of dance.

Plan a place to perform, such as the front of the hall, and agree on a way to show appreciation, such as a silent clap with jazz hands. If you want to film or photograph the dances, follow your school’s policy and permissions first. Our post on data protection for dance schools covers the basics.

Ways to assess dance

Assessment can be light and still useful.

• Watch and note. Use a simple checklist of three things you are looking for, such as “uses different levels”, “links moves smoothly” and “finishes with a still shape”.
• Use “I can” statements. For example, “I can make a three move sequence” or “I can describe what I saw”.
• Ask children to compare. KS2 pupils can look at an earlier version and say what has improved, which matches the curriculum aim of demonstrating improvement.
• Use talk partners. Each pair gives one thing they liked and one thing to try next.

A ready to use example: the weather dance

Here is one way to run the lesson above with a weather theme.

1. Warm up. The weather walk described above, with a freeze on every thunderclap.
2. Explore. Call out a type of weather and give children 30 seconds to find three movements for it. Collect a few ideas from the class and name them, so “the whirlwind” becomes part of your shared vocabulary.
3. Make a sequence. KS1: choose one movement for rain, one for wind and one for sunshine, and put them in order. KS2: pick three types of weather, add a travelling step between each one and decide how the dance starts and ends.
4. Perform. Half the class performs while the other half is the audience and guesses the weather.
5. Reflect. Ask what made each weather type easy to recognise. Children will often point to speed, size and level.

You can swap the theme and keep everything else the same, which makes planning a whole term much easier.

Include every child

• Offer choices, such as moving standing, seated or low to the ground.
• Use pictures or simple cue cards to support instructions.
• Let children opt for a smaller role if they find performing hard, such as leading the count or choosing the music.
• Avoid physical contact when you correct, and show with your own body or a visual instead.

Quick tips for visiting dance teachers

If you are a visiting teacher rather than a class teacher, find out the school’s rules before you arrive. Ask who the designated safeguarding lead is, where you will teach, how to sign in and what the school expects for background checks. Schools follow the government’s Keeping children safe in education guidance, and you should expect to follow the school’s own policies. Our free safeguarding training for dance teachers is a good place to start.

Frequently asked questions

How long should a KS1 or KS2 dance lesson be?

Schools set the length, so check your timetable. A plan with a warm up, explore, create, perform and reflect structure works in about 45 minutes, and you can shorten each part for a 30 minute slot. For younger children, use shorter chunks and more repetition.

What space do I need?

A hall or studio is ideal, but a classroom with the desks pushed back can work for simple movement. A playground works too if the surface is safe and dry. Give every child room to move without touching others, and check the floor for slips.

How do I assess dance in primary school?

Keep it simple. Watch for two or three clear things, such as use of levels, links between moves and a still ending. Use “I can” statements, let children give peer feedback and, in KS2, ask them to compare their work with an earlier version. Follow your school’s assessment policy.

Do I need dance training to teach these ideas?

You can start with simple themes and movement games without specialist training. Dance courses and routines can give you extra confidence and ideas, especially if you want to teach set routines or particular styles.

How can I make dance work for children who don’t like performing?

Give choices and small roles. Some children prefer to lead the count, choose a prop or perform in a group instead of alone. Make it clear that there is no wrong way to move.

Where to go next

If you’d like ready-made routines and warm ups for primary classes, take a look at our Primary Dance Cheer Dance course, which has separate KS1 and KS2 warm ups and routines. You can also start with the themes above and let your class lead the way.