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Lesson 2 - Partner Work and Circle Dance

Rhythm & Cultural Storytelling

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Reception

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Dance

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45 min

Big Question

How can we move together with a partner and follow different roles in a circle dance?

Learning Objectives

Work collaboratively with a partner and perform movements to counts of 8
Use correct handhold technique for the promenade position
Recognise and perform different roles within the Circassian Circle Dance

Key Outcomes

Students will demonstrate partner cooperation through synchronized movement patterns
Students will execute proper dance holds and turning techniques safely
Students will successfully participate in a structured circle dance with role changes

Equipment & Resources Required

Music Player

Position where all students can hear clearly

Alternative: Tablet/phone with speaker, piano

Barn Dance Music

1 track

Cue up Circassian Circle Dance music or similar steady tempo

Alternative: Any steady 4/4 time music, traditional folk music

Markers

15-20

Mark circle positions if needed for spatial guidance

Alternative: Chalk marks, tape lines, cones

Key Vocabulary

Partner

Someone you work with and dance alongside

Promenade

A way of holding hands while dancing, with hands crossed

Count of 8

Counting from 1 to 8 in time with the music

Circle dance

A dance where everyone stands in a big circle and moves together

Leading

Being the first person to move, with others following you

Skill Progression Pathway

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

Prior Learning

Basic counting skills to 8
Understanding of following simple instructions
Basic awareness of personal space

Current Skills

Partner cooperation and communication
Coordinated movement to musical beats
Following dance formations and roles

Next Steps

More complex circle dance patterns
Leading group dances independently
Creating own movement sequences with partners

Milestone Indicators

Maintains synchronized movement with partner for 8+ beats

Demonstrates gentle turning technique without pulling

Shows clear understanding of role changes in circle dance

Key Teaching Points

Partner cooperation is more important than perfect technique
Gentle, controlled movements ensure everyone's safety and success
Counting to steady beats helps coordinate group movement
Promenade hold requires crossed hands with gentle pressure
Role differentiation (A and B) creates structure in group dances
Musical timing develops through practice and patient repetition
Celebrating partnership achievements builds confidence and community

Common Misconceptions

Thinking faster movement is better - emphasise controlled, steady movement
Believing they need to be perfect immediately - encourage practice and improvement
Assuming all dance requires individual performance - highlight cooperative aspects
Thinking music makes dancing harder - show how music helps with timing
Believing they can't dance if they make mistakes - celebrate effort and learning

SEN Adaptations

ADHD

Regular movement breaks, clear structure with visual cues, shorter practice segments

dyspraxia

Extra practice time for sequences, simplified movements initially, patient partner support

autism spectrum

Clear visual schedule of dance sequence, quiet practice area available, consistent partner throughout

visual impairment

Use clear verbal cues for all movements, assign confident partner for guidance, tactile markers for circle positions

hearing impairment

Visual demonstrations of all steps, hand signals for timing, vibrating speakers for rhythm if available

physical disability

Adapted movements in seated position, upper body dance variations, modified partner holds

Cross-Curricular Links

English

Following verbal instructions, using vocabulary related to movement and dance, expressing preferences about activities

Maths

Counting to 8 and 16, understanding beats and rhythm patterns, spatial awareness in circle formation

Music

Responding to rhythm and beat, understanding tempo and musical structure

PSHE

Cooperation and partnership skills, taking turns, showing consideration for others, celebrating achievements

Teacher Guidance

Positioning

Move around the circle and between pairs for maximum visibility and support

Observation Focus

Watch for partner cooperation, musical timing, and safe movement practices

Intervention Points

Step in if hand holds are too tight, movements too vigourous, or students struggling with sequence

Demonstration Notes

Demonstrate: Always model partnership behaviour, show gentle movements, participate in dance when appropriate

Verbal Cues

•'Gentle hands!'
•'Count with me!'
•'Find your partner!'
•'Turn together!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space for circle formation and partner work

Surface Check

Non-slip surface essential for turning movements, check for wet patches

Equipment Safety

Safety Checks

•Music volume at appropriate level for instructions to be heard
•No loose equipment on floor during movement
•Emergency stop signal established

Risk Management

Key Risks

•Collisions during follow-the-leader warm-up
•Falls during partner turning movements
•Rough handling during promenade holds

Risk Mitigation

•Clear boundaries established for movement
•Emphasis on gentle, controlled movements
•Teaching proper hand holding techniques
•Regular reminders about spatial awareness

Supervision & Emergency Procedures

Supervision Points

•Position to see all pairs during partner work
•Monitor hand holding pressure and technique
•Watch for students becoming overexcited during music

Emergency Procedures

Stop music immediately, assess any issues, provide first aid support if needed