Lesson 6 - People and Occupations Dance
Themed Movement Exploration
•Reception
•Dance
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
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
Positioned for clear audio throughout space
Alternative: Phone/tablet with portable speaker
Pre-selected tracks that support creative movement
Alternative: Classical music, film soundtracks, world music
Large circle for whole class discussions
Alternative: Masking tape, carpet squares, imaginary circle
Key Vocabulary
Copying someone's movements exactly as if you were their reflection in a mirror
Being the person who starts the movements for others to follow
Copying the movements that someone else is doing
A series of movements performed one after another
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
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