Lesson 6 - Relationships and Performance
From Seed to Flower: Creative Movement Through Natural Growth
•Year 1
•Dance
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How can we move like champion dancers and show the special relationship between a bee and flower?
Learning Objectives
- To explore the relationship between two living things through movement patterns
- To create and perform movement sequences with control and rhythm
- To work collaboratively in pairs to tell a story through dance
Key Outcomes
- Students will create jump, turn and balance sequences representing a bee
- Students will work in pairs to show the relationship between flower and bee
- Students will perform with control, responding to music and rhythm
Equipment & Resources Required
Position for clear sound across whole space
Alternative: Phone with speaker, tablet with speaker
Have different tempo options ready
Alternative: Classical music with flowing rhythms, nature sounds
Arrange in pairs around the space for partner work
Alternative: Cones, poly spots, chalk circles
Key Vocabulary
A dancer who moves with control, listens to music and performs with clear, big actions
A series of movements performed one after another in order
How two dancers or characters connect and move together
The beat or pulse of the music that helps us move in time
Moving our body exactly how we want it to move
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and spatial understanding
- Simple jumping, turning and balancing movements
- Experience working with a partner
Current Skills
- Creating movement sequences with meaning
- Working collaboratively to tell stories
- Responding to music with control
Next Steps
- Developing more complex dance narratives
- Creating group performances
- Adding props and costume elements
Milestone Indicators
Key Teaching Points
- Champion dancers move with control, listen to music, and make clear actions
- Jump, turn and balance sequence tells the story of a bee's journey
- Flowers and bees move differently and create relationships through movement
- Partner work requires cooperation, communication and mutual respect
- Performance is about sharing stories, not perfect technique
- Observation and appreciation skills develop dance understanding
- Movement vocabulary helps describe and improve dancing
Common Misconceptions
- Misconception: Faster movement means better dancing. Correction: Control and expression matter more than speed
- Misconception: Flowers and bees should move the same way. Correction: Each character has unique movement qualities
- Misconception: Making mistakes ruins a performance. Correction: Staying in character and continuing is champion behaviour
- Misconception: Only the bee is important in the relationship. Correction: Both flower and bee contribute equally to the story
- Misconception: Dancing must look exactly like the teacher's example. Correction: Personal interpretation makes dancing special
SEN Adaptations
ADHD
- Regular movement breaks, clear boundaries, immediate positive feedback, shorter activity segments
dyspraxia
- Extra practice time, simplified sequences, consistent spatial organisation, adult support for balance
autism spectrum
- Clear structure and routine, visual schedule of lesson sections, quiet space available if needed
visual impairment
- Use clear verbal descriptions of movements, tactile guidance for partner work, consistent spatial organisation
hearing impairment
- Visual demonstrations essential, vibration for music feel, clear visual cues for timing
physical disability
- Adapt movements to abilities - seated flower positions, supported balancing, modified jumping
Cross-Curricular Links
English
Storytelling through movement, vocabulary development, character description
Science
Life cycles of plants and insects, pollination process, animal behaviour
Music
Responding to rhythm and tempo, listening skills, expression through movement
PSHE
Partnership skills, respect for others, confidence building, celebration of achievement
Teacher Guidance
Positioning
Move around space to see all students, position near music controls when needed
Observation Focus
Watch for movement quality, partner cooperation, and safety awareness
Intervention Points
Step in if students struggling with partnership or safety concerns arise
Demonstration Notes
Always demonstrate movements clearly, emphasise character differences, show champion dancer qualities
Verbal Cues
- •'Champion dancers move with control!'
- •'Listen to the music!'
- •'Show me your bee story!'
- •'Flowers and bees work together!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, suitable for jumping and partner work
Surface Check
Non-slip surface essential for jumping and balancing movements
Equipment Safety
Safety Checks
- •Music volume allows teacher instructions to be heard clearly
- •Spot markers have no sharp edges or trip hazards
- •Cables and equipment positioned safely away from movement area
Risk Management
Key Risks
- •Collisions during travelling and partner work
- •Falls during jumping and balancing
- •Overexcitement leading to loss of control
Risk Mitigation
- •Clear boundaries and personal space established
- •Progressive skill building from simple to complex
- •Regular check-ins for control and safety
- •Adult supervision of partner interactions
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor partner work for safety and respect
- •Watch for fatigue during energetic sequences
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid if needed