Lesson 5 - Nursery Rhyme Partner Choreography
Storytelling Through Movement and Creative Dance
•Nursery
•Dance
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How can we work together to tell stories through movement and dance?
Learning Objectives
- To work collaboratively in pairs showing good listening and communication skills
- To use visual stimuli to create imaginative and creative dance movements
- To develop timing, coordination and spatial awareness through group choreography
Key Outcomes
- Students will create an 8-16 count dance section working in partnership
- Students will demonstrate improved timing and coordination in group performance
- Students will show confidence in sharing ideas and giving constructive feedback
Equipment & Resources Required
Place in basket for easy distribution to pairs
Alternative: Large picture books, printed images from internet
Test all tracks before lesson begins
Alternative: Phone/tablet with portable speaker
Distributed around space for partner work areas
Alternative: Masking tape squares, carpet tiles
Ensure sufficient storage space and battery
Alternative: Phone with video capability
Key Vocabulary
The art of making up and arranging dance movements
Dancing or moving together with another person
Moving in time with the music or counting beats
Different heights in dance - high, medium, low
A series of movements that follow one after another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can move safely around the space
- Understands basic concepts of high, medium, low levels
- Has experience working individually in dance
Current Skills
- Partner collaboration and communication
- Interpreting visual stimuli into movement
- Creating choreographed sequences with timing
Next Steps
- Development of longer dance sequences
- Introduction to more complex partner formations
- Performance skills and audience awareness
Milestone Indicators
Key Teaching Points
- Partner work requires both talking and listening - emphasise turn-taking
- Pictures are inspiration, not exact copying - encourage creative interpretation
- Timing in dance helps everyone work together - use strong counting
- Performance is about sharing joy, not perfection - celebrate all efforts
- Cool down is important after energetic activity - model calm transitions
- Feedback should be specific and positive - teach observation skills
- Safety in movement means awareness of space and others
Common Misconceptions
- That movements must exactly copy what's in pictures - clarify that pictures inspire creative interpretation
- That partner work means doing identical movements - explain unison, mirroring, and complementary movements
- That performance means being perfect - emphasise enjoyment and effort over technical perfection
- That feedback means finding problems - teach positive, descriptive observation
- That dance is only for certain children - reinforce that everyone can move and create
SEN Adaptations
ADHD
- Frequent changes of activity, clear physical boundaries, opportunities for movement breaks, positive behaviour support
autism spectrum
- Clear structure with visual schedule, quiet space available if needed, predictable routines, advance warning of transitions
visual impairment
- Large, high-contrast picture cards, verbal descriptions of images, tactile elements where possible, buddy system for guidance
hearing impairment
- Visual demonstrations of all instructions, picture cards as visual cues, vibrating music system for beat awareness
physical disability
- Adapted movements for seated or supported positions, focus on upper body or achievable movements, modified partner interactions
Cross-Curricular Links
English
Vocabulary development through movement terms, speaking and listening during partner discussions, following instructions
Maths
Counting beats and sequences, understanding patterns in movement, spatial awareness and positioning
Art
Visual interpretation of pictures into movement, understanding how images can inspire creativity
PSHE
Working cooperatively with others, building confidence, expressing ideas respectfully, celebrating diversity of ideas
Teacher Guidance
Positioning
Move around the space during partner work, position centrally for demonstrations and group work
Observation Focus
Watch for effective partnership communication, creative movement interpretation, timing and coordination
Intervention Points
Step in to support struggling partnerships, redirect overexuberant movement, guide creative block
Demonstration Notes
Use enthusiastic but controlled energy, make movements large and clear for visibility, model positive partnership interactions
Verbal Cues
- •'Work together like a team!'
- •'What do you see in your picture?'
- •'Count together: 1, 2, 3, 4!'
- •'Show me your best listening!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space for partner work and group choreography
Surface Check
Dry, non-slip surface suitable for dance movements and floor work
Equipment Safety
Safety Checks
- •Picture cards laminated with rounded corners
- •Music system positioned safely away from movement area
- •Space markers secure and non-slip
Risk Management
Key Risks
- •Collisions during individual travel sections
- •Falls during level changes
- •Overexcitement leading to unsafe movement
Risk Mitigation
- •Clear movement boundaries established
- •Practice safe transitions between levels
- •Regular reminders about spatial awareness
- •Teacher positioned for optimal supervision
Supervision & Emergency Procedures
Supervision Points
- •Position to see all children during partner work
- •Move around space during exploration phases
- •Monitor energy levels and provide calm guidance
Emergency Procedures
Stop activity immediately, assess any incidents, provide appropriate first aid or comfort