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Lesson 4 - Partner Work with Seasonal Pictures

Seasonal Storytelling Through Creative Movement

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Nursery

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Dance

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30 min

Big Question

How can pictures help us create dance movements with a partner?

Learning Objectives

To work well in pairs showing good listening skills
To use seasonal pictures to come up with creative and imaginative dance actions
To develop simple choreographic skills through picture stimuli

Key Outcomes

Students will create a 4-count dance sequence with a partner using picture prompts
Students will demonstrate good collaboration and turn-taking skills
Students will perform creative movements that represent seasonal elements

Equipment & Resources Required

Cards

8-12 large cards

4 cards for corners activity, remainder for pair work

Alternative: Printed A4 images, digital pictures on tablet

Music Player

Pre-load tracks: Seasons Song, Raggy Dolls Theme, You've Got a Friend in Me, How's The Weather

Alternative: Phone with speaker, tablet with bluetooth speaker

Markers Cones

Mark the four corners of the activity space clearly

Alternative: Coloured spots, tape marks on floor

Key Vocabulary

Partner

Someone you work with as a team to create dance movements

Choreography

Planning and creating dance movements that go together

Sequence

Dance movements that follow one after another in order

Timing

Moving together at the same speed as your partner or the music

Levels

How high or low our bodies are when we dance - high, middle, low

Skill Progression Pathway

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

Prior Learning

Can follow simple movement instructions
Has experience with basic dance movements
Understands concept of taking turns

Current Skills

Partner collaboration in creative movement
Using visual stimuli to inspire dance
Creating simple choreographed sequences

Next Steps

Combining sequences into longer performances
Adding more complex timing elements
Creating group choreography

Milestone Indicators

Shows willingness to work with different partners

Creates movements that clearly relate to visual stimuli

Demonstrates improved timing and coordination with partner

Key Teaching Points

Model the creative process by thinking aloud when interpreting pictures
Emphasise that all movement interpretations are valid and creative
Support partner work actively to develop social skills alongside dance skills
Use consistent counting (1-2-3-4) to help with timing and memory
Connect all movements to seasonal themes to reinforce learning
Celebrate effort and creativity over technical perfection
Build confidence through positive feedback and supportive performance opportunities

Common Misconceptions

Children may think there's only one 'right' way to represent each picture - emphasise that creativity means many different interpretations are possible
Some may believe they can't dance if movements don't look exactly like others - reinforce that everyone's body moves differently and that's wonderful
Partners might think they have to do identical movements - explain that complementary or different movements can work beautifully together
Children may rush through sequences - teach that good dancing includes taking time to show each movement clearly
Some may think louder or bigger always means better - demonstrate that gentle, controlled movements can be just as expressive and beautiful

SEN Adaptations

ADHD

Include frequent movement breaks, provide clear visual boundaries, offer fidget tools during sitting times, use shorter activity segments

dyspraxia

Break movements into smaller steps, provide extra practice time, offer physical support for balance, use simple clear instructions

autism spectrum

Provide visual schedule of lesson activities, offer quiet space for breaks, use clear routines, give advance notice of partner changes

visual impairment

Use high contrast picture cards, describe pictures verbally in detail, provide tactile elements related to seasons, ensure good lighting

hearing impairment

Use visual cues and demonstrations extensively, provide written picture descriptions, use vibrations for music timing

physical disability

Adapt movements for wheelchair users, provide seated alternatives, focus on upper body or possible movements, use adaptive equipment

Cross-Curricular Links

Maths

Counting beats and sequences (1-2-3-4), understanding patterns and repetition, basic timing concepts

Science

Learning about seasonal changes and weather patterns, understanding how bodies move and stretch

Art

Visual interpretation and creativity, translating images into physical expression, colour and shape recognition

Geography

Understanding seasonal changes and weather patterns, awareness of natural environments

Language

Describing movements and feelings, following verbal instructions, expanding vocabulary related to seasons and movement

PSHE

Partnership skills, sharing and taking turns, expressing creativity, building confidence through performance

Teacher Guidance

Positioning

Central position during demonstrations, circulate during partner work, corner position during performances for full view

Observation Focus

Partner collaboration skills, creative interpretation of pictures, ability to remember and perform sequences

Intervention Points

Support children struggling with partner interaction, help with creative blocks, assist with movement coordination

Demonstration Notes

Always face children when demonstrating, use exaggerated movements for clarity, count aloud consistently, model positive partner interaction

Verbal Cues

•'Show me your teamwork!'
•'What does your picture make you think of?'
•'Let's count together: 1-2-3-4'
•'Beautiful dancing! I can see the [seasonal element] in your movement!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 6m x 6m clear space for Nursery class of 15-20 children

Surface Check

Non-slip surface, free from obstacles, adequate cushioning for floor work

Equipment Safety

Safety Checks

•Picture cards laminated with rounded corners
•Music at appropriate volume for young children
•Space markers clearly visible and securely placed

Risk Management

Key Risks

•Collisions during movement around space
•Tripping over equipment or other children
•Overstretching during flexibility work
•Emotional upset from partner conflicts

Risk Mitigation

•Clear boundaries and movement rules established
•Adult supervision of partner work
•Appropriate spacing maintained throughout
•Gentle stretching only, no forced movements

Supervision & Emergency Procedures

Supervision Points

•Position to observe all children during movement
•Circulate during partner work to support collaboration
•Monitor for signs of fatigue or upset

Emergency Procedures

Stop activity immediately, assess situation, provide comfort and first aid as needed, have contact details for parents readily available