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Lesson 6 - People and Occupations Dance

Themed Movement Exploration

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Reception

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Dance

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45 min

Big Question

How can we use our bodies to tell stories about different people and their jobs?

Learning Objectives

Explore the 'people' theme using mirroring and follow the leader movements
Work in a small group to create a dance sequence based around 'people'
Understand and demonstrate the difference between mirroring and follow the leader

Key Outcomes

Students will create and perform character-based dance sequences using at least 3 different actions
Students will demonstrate mirroring and leading/following movements with partners
Students will express ideas about different occupations through creative movement

Equipment & Resources Required

Cards

15-20 cards

One card per group of 2-3 children, kept in envelopes for mystery element

Alternative: Print-outs of different job pictures, digital images on tablet

Music Player

1 set

Positioned for clear audio throughout space

Alternative: Phone/tablet with portable speaker

Instrumental Music

20-30 minutes

Pre-selected tracks that support creative movement

Alternative: Classical music, film soundtracks, world music

Sun Markers

30 spots/cones

Large circle for whole class discussions

Alternative: Masking tape, carpet squares, imaginary circle

Key Vocabulary

Mirroring

Copying someone's movements exactly as if you were their reflection in a mirror

Leading

Being the person who starts the movements for others to follow

Following

Copying the movements that someone else is doing

Sequence

A series of movements performed one after another

Character

A person with a particular job or role that we can show through movement

Skill Progression Pathway

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

Prior Learning

Basic body awareness and spatial understanding
Simple copying movements
Following basic instructions

Current Skills

Mirroring partner movements accurately
Creating character-based movement sequences
Working cooperatively in small groups

Next Steps

Creating longer dance sequences
Performing with rhythm and music
Developing storytelling through movement

Milestone Indicators

Maintains eye contact during mirroring

Includes 3+ distinct character actions

Demonstrates clear role changes in follow the leader

Key Teaching Points

Emphasise the difference between mirroring (exact copying) and follow the leader (sequential copying)
Encourage large, clear character movements that others can easily observe and identify
Foster inclusive group work where all students contribute ideas and movements
Build confidence through positive feedback and celebration of creative interpretations
Connect movement choices to real understanding of different occupations and their characteristics
Maintain focus on character representation while incorporating technical movement skills
Use the guessing game element to motivate clear, expressive movement choices

Common Misconceptions

Mirroring and follow the leader are the same thing - clarify the simultaneous vs sequential difference
Character movements need to be obvious - encourage subtle but clear representation
Only one person can contribute ideas in group work - ensure all voices are heard
Dance must be perfect - emphasise creativity and effort over technical perfection
Some jobs are better than others for movement - celebrate all occupation choices equally

SEN Adaptations

ADHD

Shorter activity periods, clear movement boundaries, frequent positive reinforcement, opportunity to be group leader

dyspraxia

Break down movements into smaller steps, allow extra practice time, provide physical support if needed

autism spectrum

Provide visual schedule of lesson activities, offer quiet space if overwhelmed, use familiar characters where possible

visual impairment

Use large, high-contrast picture cards, verbal descriptions of all character actions, tactile exploration of movements

hearing impairment

Visual demonstrations of all instructions, use of sign language if known, written character cards with pictures

physical disability

Adapt movements to seated or supported positions, focus on upper body actions, alternative ways to show character

Cross-Curricular Links

Teacher Guidance

Positioning

Move around the space to support all groups, position centrally for demonstrations

Observation Focus

Watch for character understanding, group cooperation, and movement quality

Intervention Points

Step in if groups struggling with cooperation or character development

Demonstration Notes

Use clear, exaggerated movements for character actions, involve students in demonstrations

Verbal Cues

•'Make your movements bigger!'
•'Show me what this person does!'
•'Work together as a team!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 8m x 10m for group movement and performances

Surface Check

Non-slip floor surface, clear of obstacles and hazards

Equipment Safety

Safety Checks

•Picture cards have no sharp edges or small parts
•Music volume appropriate for instruction and hearing
•Envelopes properly sealed without staples

Risk Management

Key Risks

•Collisions between groups during movement
•Tripping over seated students during transitions
•Over-enthusiastic movements in limited space

Risk Mitigation

•Clear boundaries established for each group's space
•Controlled transitions between activities
•Emphasis on controlled, safe movements
•Teacher positioned for maximum visibility

Supervision & Emergency Procedures

Supervision Points

•Monitor group dynamics and cooperation
•Watch for students feeling left out or overwhelmed
•Ensure all movements remain safe and appropriate

Emergency Procedures

Stop activity immediately, assess any injuries, provide appropriate first aid and support