🎵

Lesson 5 - Partner Work and Creative Expression with Toys

Bringing Toys to Life Through Creative Movement

•

Nursery

•

Dance

•

45 min

Big Question

How can we work together with a partner to bring toys to life through dance?

Learning Objectives

To work collaboratively in pairs showing good listening and sharing skills
To use visual stimuli (toy pictures/props) to create imaginative movements and actions
To combine individual and paired movements into a structured performance piece

Key Outcomes

Students will demonstrate effective partnership skills through shared creative tasks
Students will translate visual images into physical movements with creativity and imagination
Students will perform a complete toy-themed dance sequence with clear structure and transitions

Equipment & Resources Required

Music Player

Ensure clear audio quality for rhythmic movement activities

Alternative: Tablet or phone with portable speaker

Props

1 per pair (15-16 toys)

Select diverse toys: teddy bears, cars, dolls, balls, robots, etc. Safe, clean, and age-appropriate

Alternative: Pictures of toys, toy catalogues, or simple drawings

Open Floor Space

Minimum 6m x 6m

Clear area free from obstacles, non-slip surface preferred

Alternative: Large classroom with furniture moved aside

Music Tracks

3-4 songs

Prepare: Toy Box Song, Take a Look in the Toy Box, Once Around the Toybox

Alternative: Any child-friendly instrumental music with clear beat

Key Vocabulary

Partner

Someone you work with to create movements together

Choreograph

To make up and arrange dance movements in order

Levels

How high or low your body is when dancing - high, middle, or low

Timing

Moving with the beat of the music, all together

Performance

Showing our dance to other people

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic spatial awareness and ability to move safely in shared space
Simple copying of movements and following instructions
Beginning understanding of starting and stopping with music

Current Skills

Partner work and collaborative movement creation
Translating visual stimuli into physical expression
Combining movements into structured sequences with transitions

Next Steps

Extended partner choreography with more complex patterns
Leadership skills in teaching movements to others
Performance skills with audience awareness and expression

Milestone Indicators

Shows turn-taking and listening skills during partner work

Creates movements that clearly represent chosen toy characteristics

Maintains timing and sequence memory during group performance

Key Teaching Points

Establish clear expectations for partner work including turn-taking and listening skills
Emphasise the connection between toy characteristics and movement qualities throughout the lesson
Use counting and rhythm consistently to develop timing and sequence memory
Celebrate creativity and individual interpretation while maintaining lesson structure
Build confidence through positive feedback and achievable challenges for all abilities
Integrate performance skills naturally through sharing and demonstration opportunities
Maintain high energy and enthusiasm while ensuring clear instruction and safety

Common Misconceptions

That there is only one 'correct' way to move like each toy - encourage diverse interpretations
That louder or bigger movements are always better - emphasise appropriate expression and control
That partner work means one person leads and one follows - promote collaborative creation
That dance requires special talent - reinforce that everyone can express themselves through movement
That mistakes in performance are failures - frame all attempts as learning opportunities

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear physical boundaries for movement, offer leadership roles to maintain engagement, use high-interest toy themes

autism spectrum

Provide clear structure and routine, offer choice of preferred toys, create quiet space for breaks if needed, use visual schedule for lesson sections

visual impairment

Use toys with different textures and sounds, provide verbal descriptions of movements, pair with supportive partner who can guide spatially

hearing impairment

Use visual cues and demonstrations, provide vibrating speakers for music sensation, ensure clear sight lines to teacher at all times

physical disability

Adapt movements to seated or supported positions, focus on upper body or achievable movements, provide alternative ways to express toy characteristics

Cross-Curricular Links

PSHE

Cooperation and collaboration, building friendships, expressing emotions through movement and creativity

Teacher Guidance

Positioning

Central position during whole-group activities, circulating between pairs during collaborative work to offer support and encouragement

Observation Focus

Monitor partnership dynamics, creative development, spatial awareness, and individual confidence levels throughout

Intervention Points

Step in if partnership conflicts arise, movement becomes unsafe, or children appear overwhelmed by creative demands

Demonstration Notes

Use exaggerated, clear movements that children can easily copy, maintain enthusiastic energy while ensuring instructions are clear and specific

Verbal Cues

•'Remember to share ideas with your partner!'
•'Make your movements big and clear so everyone can see!'
•'Listen to the music and move with the beat!'
•'What does your toy feel like? How does it move?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 6m x 6m clear floor space, preferably larger for whole-class group work

Surface Check

Clean, non-slip floor surface free from obstacles, with appropriate cushioning for floor work

Equipment Safety

Safety Checks

•All toys clean, safe, and age-appropriate with no small parts or sharp edges
•Music equipment positioned safely away from movement area
•Adequate space around equipment storage to prevent trips and falls

Risk Management

Key Risks

•Collisions during partner work and group choreography
•Trips and falls during energetic toy movements
•Disputes over toy selection or partner allocation
•Overexertion during extended dance sequences

Risk Mitigation

•Clear boundaries established for movement area with adequate spacing between pairs
•Thoughtful partner pairing considering personality and ability compatibility
•Progressive building of energy with regular breaks for instruction and reflection
•Constant supervision during toy handling and movement activities

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all children during both partner and group work
•Monitor energy levels and intervene if children become overstimulated
•Watch for inclusive participation and address any exclusion immediately

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or comfort, contact additional support if needed