Lesson 4 - Partner Work with Seasonal Pictures
Seasonal Storytelling Through Creative Movement
•Nursery
•Dance
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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
4 cards for corners activity, remainder for pair work
Alternative: Printed A4 images, digital pictures on tablet
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
Mark the four corners of the activity space clearly
Alternative: Coloured spots, tape marks on floor
Key Vocabulary
Someone you work with as a team to create dance movements
Planning and creating dance movements that go together
Dance movements that follow one after another in order
Moving together at the same speed as your partner or the music
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
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