Lesson 5 - Creating Animal Dance Sequences in Pairs
Creative Animal Expression Through Movement and Partnership
•Year 1
•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 work together with a partner to create exciting animal movements that tell a story?
Learning Objectives
- To work effectively in pairs showing good cooperation and communication skills
- To use pictures as stimulus for creative and imaginative animal movements
- To demonstrate use of levels, directions and unison when creating and performing dance sequences
Key Outcomes
- Students will create the second 8-16 counts of their pairs dance phrase using animal pictures as inspiration
- Students will perform sequences showing clear use of levels and directions
- Students will give and receive constructive feedback to improve their performance
Equipment & Resources Required
Place one card in each corner of the space before lesson
Alternative: Draw animal pictures on whiteboard, use animal toys
Test volume levels and queue tracks before lesson starts
Alternative: Tablet with portable speaker, phone with speaker
Have track ready to play at lesson start
Alternative: Any upbeat children's animal song, teacher singing
Practice stopping and starting music for activity control
Alternative: Any medium tempo children's music, drumbeat
Main track for performance section - ensure good quality sound
Alternative: Other jungle/animal themed music, rhythmic percussion
Position for clear view of whole class, check battery/storage
Alternative: Ask teaching assistant to observe and note performance
Key Vocabulary
A series of dance movements performed one after another
The height at which we move - high (standing/jumping), medium (crouching), low (on floor)
When partners move at exactly the same time
The way we face or move - forwards, backwards, sideways, turning
Working together well with your partner by listening and sharing ideas
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of high and low levels
- Simple animal movements from previous lessons
- Experience moving to music with rhythm
Current Skills
- Partner cooperation and communication
- Creating sequences using visual stimuli
- Combining levels, directions and timing
Next Steps
- Extended choreography with smooth transitions
- Group choreography and formations
- Performance skills and audience awareness
Milestone Indicators
Key Teaching Points
- Partnership cooperation is as important as individual skill development
- Visual stimuli should inspire creative interpretation, not literal copying
- Clear counting and structure help students develop sequence memory
- Feedback should be specific and focused on technical elements
- Performance confidence grows through supportive peer interaction
- Smooth transitions maintain the artistic flow of the complete dance
- Level and directional variety creates visual interest and technical challenge
Common Misconceptions
- Thinking unison means moving at exactly the same speed rather than the same time
- Believing creativity means completely abandoning structure or technique
- Assuming feedback must be critical rather than constructively supportive
- Thinking longer sequences are automatically better than well-performed shorter ones
- Believing animal movements must be literal representations rather than inspired interpretations
SEN Adaptations
ADHD
- Frequent movement breaks, clear boundaries for working spaces, immediate positive reinforcement for cooperation
dyspraxia
- Simplified sequences with extra practice time, visual cues for spatial awareness, support for coordination challenges
autism spectrum
- Clear visual schedule of lesson structure, quiet preparation time before performances, consistent partner pairings
visual impairment
- Verbal descriptions of animal pictures, tactile exploration of animal characteristics, buddy system for movement guidance
hearing impairment
- Visual demonstrations of all instructions, hand signals for music cues, written sequence cards
physical disability
- Adapted animal movements for seated or limited mobility, modified partner positions, focus on achievable range of movement
Cross-Curricular Links
English
Vocabulary development through animal descriptions, verbal communication during partner work
Science
Animal characteristics and habitats, understanding of animal movement patterns
Art
Visual interpretation skills, understanding how images inspire creative expression
PSHE
Cooperation skills, giving and receiving feedback, building confidence through performance
Teacher Guidance
Positioning
Circulate between pairs during creation, central position for demonstrations and whole class instruction
Observation Focus
Watch for cooperation quality, creative use of stimuli, technical development of sequences
Intervention Points
Step in if partnerships struggling, provide additional inspiration for creative blocks, support feedback skills
Demonstration Notes
Use exaggerated movements for clarity, model positive partnership behaviour, show range of creative possibilities
Verbal Cues
- •'Show me high and low!'
- •'Move together like one person!'
- •'What does this picture make you think of?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, suitable for pairs work and transitions
Surface Check
Non-slip surface, free from obstacles and hazards
Equipment Safety
Safety Checks
- •Animal picture cards secured and placed away from movement areas
- •Recording device positioned safely out of movement space
- •Music equipment cables managed to prevent tripping
Risk Management
Key Risks
- •Collisions between pairs during transitions
- •Slips during directional changes
- •Over-excitement leading to unsafe movements
Risk Mitigation
- •Clear boundaries established for each pair's working space
- •Controlled transitions with teacher guidance
- •Emphasis on controlled, purposeful movement rather than speed
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all pairs during creation time
- •Circulate during peer feedback to monitor interactions
- •Monitor final performance for safe spacing and movement
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, continue with modified activity if safe