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Lesson 3 - Theme Park Dance Unison

Themed Movement Exploration

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Reception

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Dance

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45 min

Big Question

How can we work together like a team to create magical theme park rides through dance?

Learning Objectives

To explore theme park movements using unison and canon
To work collaboratively with a partner to create a simple dance sequence
To understand the difference between moving together (unison) and taking turns (canon)

Key Outcomes

Students will perform movements in unison with the class
Students will demonstrate simple canon movements following a leader
Students will create a short partner sequence based on theme park rides

Equipment & Resources Required

Music Player

Position where all students can hear clearly

Alternative: Tablet with external speaker, phone with portable speaker

Clips

Display where all students can see clearly

Alternative: Printed pictures, tablet/interactive whiteboard

Open Floor Space

Minimum 6m x 6m

Ensure space for whole class to move safely

Alternative: Hall, gymnasium, large classroom with furniture moved

Themed Music

2-3 tracks

Moderate tempo suitable for Reception children

Alternative: Carnival music, fairground sounds, upbeat instrumental tracks

Key Vocabulary

Unison

When everyone moves at exactly the same time together

Canon

When people do the same movement but start at different times, like following the leader

Theme park

A fun place with exciting rides like roller coasters and carousels

Sequence

A series of movements that follow each other in order

Choreography

Making up and planning dance movements

Skill Progression Pathway

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

Prior Learning

Can follow simple movement instructions
Beginning to understand taking turns
Can copy basic movements shown by teacher

Current Skills

Moving in unison with others
Understanding and performing canon movements
Creating simple partner choreography

Next Steps

Creating longer dance sequences
Working in larger groups effectively
Using more complex timing and rhythms

Milestone Indicators

Consistently moves in time with music

Can differentiate between unison and canon

Works cooperatively with partner

Key Teaching Points

Use clear, simple language to explain unison (together) and canon (taking turns)
Provide multiple examples and demonstrations of both concepts
Keep movements simple and age-appropriate for Reception children
Build confidence through whole-class activities before partner work
Celebrate creativity and effort over perfect technique
Ensure all children have opportunities to contribute and perform
Use theme park imagery throughout to maintain engagement

Common Misconceptions

Children think canon means moving differently rather than starting at different times - address by showing same movement with different timing
Confusion between fast/slow and unison/canon - clarify that unison is about timing together, not speed
Thinking unison means everyone must do exactly the same movement - explain it's about timing, not identical actions
Believing they must be 'perfect' dancers - emphasise fun, creativity and effort over technical perfection

SEN Adaptations

ADHD

Use clear boundaries for movement area, provide frequent position changes, celebrate focus and attention

dyspraxia

Break movements into smaller steps, provide extra practice time, focus on effort rather than perfect execution

autism spectrum

Provide clear structure with visual schedule, allow breaks if needed, prepare child for performance element in advance

visual impairment

Use clear verbal descriptions of all movements, provide physical guidance for positioning, use contrasting music for different activities

hearing impairment

Use visual cues and hand signals, demonstrate all movements clearly, use vibrations or visual metronome for timing

physical disability

Adapt movements for wheelchair users (upper body focus), provide alternative ways to show unison/canon, allow seated participation

Cross-Curricular Links

PSHE

Working cooperatively with others, taking turns, following instructions, celebrating others' achievements

Teacher Guidance

Positioning

Move around space to support all children, position to see whole class during group activities

Observation Focus

Watch for understanding of unison vs canon, cooperation during partner work, creative expression

Intervention Points

Step in to support partnership difficulties, clarify concepts if confusion evident, ensure inclusive participation

Demonstration Notes

Use exaggerated movements for visibility, repeat demonstrations as needed, involve children in demonstrations

Verbal Cues

•'Ready, and...' to help with timing
•'Watch and copy' for canon activities
•'All together now' for unison movements

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 6m x 6m clear space, suitable for whole class movement

Surface Check

Non-slip surface, free from obstacles and hazards

Equipment Safety

Safety Checks

•Music volume appropriate for age group and space
•All equipment positioned safely away from movement area
•Images securely displayed to prevent falling

Risk Management

Key Risks

•Collisions during group movement
•Dizziness from spinning activities
•Slips during quick direction changes
•Overstretching during warm-up or cool down

Risk Mitigation

•Clear personal space established before movement
•Controlled spinning with breaks to prevent dizziness
•Gradual build-up of movement intensity
•Constant supervision during partner work

Supervision & Emergency Procedures

Supervision Points

•Position to see all children at all times
•Monitor for signs of tiredness or distress
•Watch for children who may be excluded from partnerships

Emergency Procedures

Stop activity immediately, check for injury, provide appropriate first aid, contact office if needed