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Lesson 6 - Character Movements with Partners

Daily Life Through Creative Movement and Storytelling

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Reception

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Dance

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45 min

Big Question

How can we move like different characters and work together to tell a story?

Learning Objectives

To explore and develop character movements inspired by cats and mice
To work collaboratively with a partner to create movement sequences
To perform with control and confidence using big, clear actions

Key Outcomes

Students will create and perform character movements showing understanding of different animals
Students will successfully work in pairs to combine movements into sequences
Students will demonstrate improved body control and spatial awareness through movement

Equipment & Resources Required

Music Player

Position for clear sound throughout hall

Alternative: Phone with speaker, tablet

Atmospheric music

Pre-selected tracks

Have tracks ready to play, test volume levels

Alternative: General animal-themed music, classical pieces

Visual Aids

2-3 images

Display where all students can see clearly

Alternative: Hand-drawn pictures, toy animals

Markers Cones

4-6

Mark safe boundaries of dance space

Alternative: Bean bags, spots

Key Vocabulary

Character

Pretending to be someone or something else through movement

Creeping

Moving very slowly and quietly, like a cat hunting

Scuttling

Moving quickly with small, fast steps, like a mouse

Sequence

A series of movements that follow one after another

Partner

Someone you work with to create movements together

Skill Progression Pathway

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

Prior Learning

Basic body movements and travelling skills
Understanding of following simple instructions
Experience working individually in dance activities

Current Skills

Character interpretation through movement
Partner collaboration and cooperation
Creating and remembering short movement sequences

Next Steps

More complex partner work with role swapping
Storytelling through extended dance sequences
Introduction to simple choreographic devices

Milestone Indicators

Shows clear difference between cat and mouse movements

Maintains focus and cooperation throughout partner work

Demonstrates improved control and expression in movements

Key Teaching Points

Emphasise clear contrast between cat movements (slow, controlled, predatory) and mouse movements (quick, light, cautious)
Focus on partnership cooperation and shared decision-making throughout sequence building
Encourage students to maintain character throughout all movements and interactions
Build confidence through progressive skill development from individual to partner work
Use positive reinforcement to celebrate creative solutions and good cooperation
Connect movement qualities to students' understanding of real animal behaviours
Ensure all students feel successful in their character interpretation regardless of technical ability

Common Misconceptions

That movements must be perfect rather than expressive - focus on character over technical precision
That only fast movements show excitement - emphasise that slow, controlled movements can be just as dramatic
That partners must move in exactly the same way - encourage complementary rather than identical movements
That performance means being nervous - build confidence by celebrating effort and creativity
That cats and mice must always be enemies - allow for creative interpretations of their relationship

SEN Adaptations

ADHD

Include regular movement breaks, provide clear boundaries and expectations, use partner work to maintain focus and engagement

dyspraxia

Break movements into smaller components, provide additional practice time, offer physical support for balance and coordination

autism spectrum

Provide clear structure and routine, use visual schedule for lesson sequence, allow processing time between activities

visual impairment

Use verbal descriptions of animal characteristics, provide physical guidance for movements, pair with sighted partner for support

hearing impairment

Use visual demonstrations exclusively, employ visual cues and hand signals, ensure student can see teacher clearly throughout

physical disability

Adapt movements to seated or supported positions, focus on upper body character work, modify quick movements to sustained actions

Cross-Curricular Links

English

Character development, storytelling, descriptive vocabulary for animal movements and behaviours

Science

Animal behaviour study, understanding how cats and mice move and interact in nature

PSHE

Cooperation and partnership skills, respect for others' performances, building confidence through creative expression

Teacher Guidance

Positioning

Move around space during practice, position at front for demonstrations and performances

Observation Focus

Watch for character clarity, partnership cooperation, movement control and safety awareness

Intervention Points

Step in if partnerships struggling, safety concerns arise, or students need movement clarification

Demonstration Notes

Use exaggerated character movements for visibility, demonstrate partnership cooperation, show clear contrast between cat and mouse qualities

Verbal Cues

•'Show me your cat character!'
•'Work together with your partner'
•'Big, clear movements!'
•'Stay in character throughout your story'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 10m clear space, suitable for partner work and performance

Surface Check

Clean, dry, non-slip floor free from obstacles and hazards

Equipment Safety

Safety Checks

•Check music equipment is positioned safely away from movement area
•Ensure visual aids are securely displayed and won't fall
•Verify space markers are flat and won't cause tripping

Risk Management

Key Risks

•Collisions during quick mouse scuttling movements
•Loss of balance during cat creeping on tiptoes
•Overexcitement during partner interactions
•Slips during rapid direction changes

Risk Mitigation

•Clear boundaries established and maintained throughout
•Adequate spacing between pairs during sequence work
•Progressive skill building from individual to partner work
•Constant supervision during quick movements and partner interactions

Supervision & Emergency Procedures

Supervision Points

•Position to observe all students during individual practice
•Move between pairs during sequence development to provide support
•Monitor from front during performances for safety and assessment

Emergency Procedures

Stop activity immediately if any safety concern, assess situation, provide appropriate first aid or support as needed