Lesson 6 - Character Movements with Partners
Daily Life Through Creative Movement and Storytelling
•Reception
•Dance
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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
Position for clear sound throughout hall
Alternative: Phone with speaker, tablet
Have tracks ready to play, test volume levels
Alternative: General animal-themed music, classical pieces
Display where all students can see clearly
Alternative: Hand-drawn pictures, toy animals
Mark safe boundaries of dance space
Alternative: Bean bags, spots
Key Vocabulary
Pretending to be someone or something else through movement
Moving very slowly and quietly, like a cat hunting
Moving quickly with small, fast steps, like a mouse
A series of movements that follow one after another
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
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