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Lesson 5 - Creative Movement and Partner Work

Mini Beast Adventures Through Creative Movement

•

Year 1

•

Dance

•

45 min

Big Question

How can we use pictures and teamwork to create imaginative dance movements that tell a story about mini beasts?

Learning Objectives

To work cooperatively in pairs, demonstrating good partnership skills and providing constructive feedback
To use visual stimuli (pictures) as inspiration for creative and imaginative dance movements
To demonstrate understanding of dance concepts including levels, directions, and unison when creating and performing

Key Outcomes

Students will create 8-16 counts of paired choreography inspired by mini beast images
Students will perform their dance sequence showing clear use of levels, directions, and timing
Students will give and receive peer feedback to improve their performance

Equipment & Resources Required

Cards

4 large cards

Place one card in each corner of the room

Alternative: Images on smartboard, printed worksheets

Tunnel Systems

Test volume and clarity before lesson starts

Alternative: Bluetooth speaker, computer speakers

Game Balls

1 track

Have track ready to play for warm-up

Alternative: Any upbeat children's song about insects

Circus Bugs

1 track

Use for corners activity and creative work

Alternative: Any instrumental mini beast themed music

The Time of Your Life

1 track

Use for final performance and cool-down

Alternative: Any gentle, flowing music for performance

Digital Cameras

Charge device and ensure storage space available

Alternative: Phone camera, school camera

Key Vocabulary

Choreography

Creating and arranging dance movements into a sequence

Unison

When partners move at exactly the same time

Mirror

Copying your partner's movements like looking in a mirror

Levels

How high or low we move our bodies - high, middle, low

Sequence

A series of movements performed one after another

Transition

How we move smoothly from one part of the dance to another

Skill Progression Pathway

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

Prior Learning

Basic movement vocabulary (crawling, flying, jumping)
Understanding of high, middle, and low levels
Experience working individually and following teacher instructions

Current Skills

Partner work and cooperation skills
Creating movements from visual stimuli
Linking movements into short sequences

Next Steps

Creating longer, more complex sequences
Working with larger groups
Adding facial expressions and character work

Milestone Indicators

Can maintain partner connection throughout sequence

Shows clear beginning, middle, and end to their phrase

Demonstrates consistent use of mini beast characteristics

Key Teaching Points

Partner work requires equal participation and shared decision-making
Use specific language when giving feedback - focus on levels, directions, and timing
Pictures should inspire movement but allow creative interpretation
Build performance structure gradually - don't expect perfection immediately
Celebrate effort and creativity over technical perfection
Maintain mini beast theme throughout all activities
Use calm, supportive voice during filming and performance

Common Misconceptions

Thinking movements must exactly copy the mini beast - encourage creative interpretation
Believing feedback must be critical - teach positive, constructive language
Assuming all pairs must work at same speed - allow individual pace while maintaining structure
Expecting immediate mastery of complex timing - build skills progressively

SEN Adaptations

ADHD

Break activities into shorter segments, provide regular movement breaks, use clear start and stop signals

dyspraxia

Simplify movement patterns, allow extra practice time, provide physical support during transitions

autism spectrum

Provide visual schedule of lesson structure, allow practice time before performance, offer quiet space if overwhelmed

visual impairment

Use tactile exploration of mini beast models, provide verbal descriptions of pictures, ensure clear audio cues for section changes

hearing impairment

Use visual signals for music changes, provide picture cards for instruction reference, demonstrate all movements clearly

physical disability

Adapt movements to seated or supported positions, focus on upper body or possible movements, ensure inclusion in partner work

Cross-Curricular Links

English

Vocabulary development through mini beast terminology, listening skills during instruction, speaking skills during feedback

Maths

Counting beats and sequences, understanding patterns in movement, spatial awareness and positioning

Science

Understanding of mini beast characteristics and habitats, observation skills when looking at pictures

Art

Visual interpretation skills, creative expression through movement, understanding how images inspire ideas

PSHE

Cooperation and teamwork skills, giving and receiving feedback, building confidence through performance

Teacher Guidance

Positioning

Move around the space to support all pairs, position to see whole class during performances

Observation Focus

Watch for creative use of levels and directions, note quality of partner cooperation, listen to feedback language

Intervention Points

Step in if partnerships aren't working, help pairs who are stuck for ideas, support nervous performers

Demonstration Notes

Use your own body to show movements clearly, maintain energy and enthusiasm throughout, model positive language for feedback

Verbal Cues

•'Show me your levels!'
•'Work together!'
•'What does your mini beast do?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 6m x 6m clear space, expandable for full class formations

Surface Check

Clean, dry, non-slip surface free from obstacles and debris

Equipment Safety

Safety Checks

•Music system volume at safe levels
•Secure camera setup to prevent falls
•Picture cards firmly attached to walls

Risk Management

Key Risks

•Collisions during partner work
•Falls during level changes
•Over-excitement during performance

Risk Mitigation

•Clear spacing guidelines for pairs
•Progressive skill building from simple to complex
•Calm, controlled atmosphere during performance

Supervision & Emergency Procedures

Supervision Points

•Position to see all pairs during creative work
•Monitor energy levels throughout lesson
•Watch for students who may need additional support

Emergency Procedures

Stop music immediately, assess situation, provide appropriate first aid or comfort

Lesson 5 - Creative Movement and Partner Work

How can we use pictures and teamwork to create imaginative dance movements that tell a story about mini beasts?

Learning Objectives

Key Outcomes

Equipment & Resources Required

Key Vocabulary

Skill Progression Pathway

Prior Learning

Current Skills

Next Steps

Milestone Indicators

Key Teaching Points

Common Misconceptions

SEN Adaptations

ADHD

dyspraxia

autism spectrum

visual impairment

hearing impairment

physical disability

Cross-Curricular Links

English

Maths

Science

Art

PSHE

Teacher Guidance

Positioning

Observation Focus

Intervention Points

Demonstration Notes

Verbal Cues

Safety Considerations

Space & Surface Requirements

Space Requirements

Surface Check

Equipment Safety

Safety Checks

Risk Management

Key Risks

Risk Mitigation

Supervision & Emergency Procedures

Supervision Points

Emergency Procedures

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