Lesson 5 - Formations and Stage Entrance
Structured Dance Exploration
•Year 1
•Dance
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How can we create exciting entrances and exits using different formations to tell our dance story?
Learning Objectives
- To remember and perform the 6-move motif from lesson 4 in different formations
- To work cooperatively in groups to create entrances and exits using 'on stage' and 'off stage' concepts
- To understand and perform in dice, triangle, and row formations with control and coordination
Key Outcomes
- Students will confidently perform their motif in three different formations
- Students will demonstrate creative entrance and exit strategies for their group performances
- Students will show understanding of stage craft through 'on stage' and 'off stage' movements
Equipment & Resources Required
Create 4-6 small 'stage' areas around the space, each marked with cones
Alternative: Spots, hoops, or chalk to mark stage areas
One card per group showing their assigned formation clearly
Alternative: Laminated pictures or drawn diagrams
Positioned centrally for all groups to hear clearly
Alternative: Tablet with speaker, or clapping for rhythm
For teacher to signal transitions and gather attention
Alternative: Bell or tambourine for signals
Key Vocabulary
A short sequence of movements that can be repeated and developed
The arrangement or pattern that dancers make on the performance area
When dancers are in the performance area and visible to the audience
When dancers are waiting at the side, not yet performing
How dancers move from 'off stage' to 'on stage' into their formation
When dancers perform the same movement but at different times
When all dancers perform the same movement at exactly the same time
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic movement patterns and simple dance steps
- Understanding of personal and general space
- 6-move motif from lesson 4
- Basic group work and following instructions
Current Skills
- Performing motifs in different formations
- Understanding stage craft concepts (on/off stage)
- Creating group entrances and exits
- Working cooperatively in groups of 5
Next Steps
- Combining multiple formations in one performance
- Adding music and rhythm to entrances
- Creating story-based dance sequences
- Performing to an audience with confidence
Milestone Indicators
Key Teaching Points
- Always emphasise cooperation and inclusion over perfect performance
- Use clear, simple language when introducing on/off stage concepts
- Demonstrate formations physically rather than just describing them
- Encourage creativity while maintaining safety and control
- Build confidence through positive feedback and celebration of effort
- Connect movement learning to students' experiences of watching performances
- Ensure all students feel valued and included in group work
Common Misconceptions
- Thinking formations must be perfect rather than focusing on cooperation
- Believing 'on stage' means being loud or showing off rather than being ready to perform
- Assuming entrance movements must be complex rather than clear and controlled
- Expecting to remember everything immediately rather than learning through practice
- Thinking some students are 'better' dancers rather than recognising everyone's contribution
SEN Adaptations
ADHD
- Frequent movement breaks built in, clear boundaries and expectations, positive reinforcement system
dyspraxia
- Simplified formations if needed, extra practice time, focus on effort over precision
autism spectrum
- Clear visual schedule of lesson sections, consistent routines, quiet spaces available if overwhelmed
visual impairment
- Use verbal descriptions of formations, partner guidance for positioning, tactile cues for stage boundaries
hearing impairment
- Visual demonstrations of all concepts, hand signals for instructions, partner support for timing
physical disability
- Modified formations to accommodate wheelchair users, adapted movements for motor difficulties
Cross-Curricular Links
English
Following complex instructions, using descriptive language for entrances, vocabulary development with performance terms
Maths
Counting group members, recognising geometric shapes in formations, spatial positioning and coordinates
Art
Creating patterns and shapes with bodies, understanding composition and spatial arrangement
PSHE
Teamwork and cooperation, building confidence, respecting others' performances and celebrating differences
Teacher Guidance
Positioning
Move around space to observe all groups, central position during whole-class instruction
Observation Focus
Watch for cooperation, spatial awareness, formation accuracy, and performance confidence
Intervention Points
Step in if groups struggling with cooperation, safety concerns, or lack of understanding
Demonstration Notes
Use clear, exaggerated movements for formation shapes, demonstrate on/off stage concepts physically
Verbal Cues
- •'Find your formation!'
- •'Remember your spacing!'
- •'Think about your entrance!'
- •'Ready, on stage!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 12m clear space, ability to create 4-6 separate 'stage' areas
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Cones positioned safely with no sharp edges or trip hazards
- •Formation cards laminated to prevent paper cuts
- •Music equipment positioned away from movement areas
Risk Management
Key Risks
- •Collisions between groups during entrances
- •Trips over cone boundaries
- •Overexcitement leading to loss of control
- •Students feeling excluded from group work
Risk Mitigation
- •Clear boundaries established between group areas
- •Emphasis on controlled movement and safe speeds
- •Teacher monitoring for inclusive group formation
- •Progressive skill building from simple to complex movements
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Monitor high-activity periods during entrance practice
- •Watch for signs of fatigue or frustration
Emergency Procedures
Stop activity immediately with whistle, assess situation, provide appropriate first aid or support as needed