Lesson 6 - Pathways & Formations
Structured Dance Exploration
•Year 1
•Dance
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How can we create interesting patterns and pathways when we dance together as a class?
Learning Objectives
- To explore different movement pathways in dance formations
- To practise switching from small group formations to whole class performance
- To develop timing and coordination when performing with others
Key Outcomes
- Students will perform dance motifs using various pathways
- Students will transition smoothly between group and whole class formations
- Students will demonstrate improved timing and spatial awareness
Equipment & Resources Required
Position for optimal sound coverage of dance space
Alternative: Portable speaker, tablet with speakers
Use to mark row positions and formation points
Alternative: Spots, bean bags, markers
Choose age-appropriate music with clear beat at 120-130 BPM
Alternative: CD, streaming service, recorded tracks
For team organisation in starter activity
Alternative: Coloured bands, written numbers on paper
Key Vocabulary
The way dancers are arranged in space
The route or direction dancers take as they move
A short sequence of movements that can be repeated
Improvised movement where dancers create their own steps
Everyone moving at exactly the same time
Moving smoothly from one formation or movement to another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic dance motifs from previous lessons
- Simple formation work in small groups
- Understanding of beat and rhythm
Current Skills
- Complex formation transitions
- Movement pathway variations
- Whole class coordination
Next Steps
- Creating own choreography
- Leading group performances
- Advanced spatial patterns
Milestone Indicators
Key Teaching Points
- Smooth transitions between formations are more important than speed
- Counting beats aloud helps maintain timing and coordination
- Pathway patterns create visual interest when done in opposition
- Small group work builds confidence for whole class performance
- Clear spatial boundaries help students feel secure during movement
- Video recording allows students to see their own progress and success
- Positive encouragement during complex coordination builds resilience
Common Misconceptions
- Thinking formations must be perfect rather than focusing on cooperation
- Believing faster movement is better than controlled, timed movement
- Assuming all rows should move the same way rather than in opposition
- Focusing on individual performance rather than group coordination
- Thinking mistakes mean failure rather than part of learning process
SEN Adaptations
ADHD
- Use shorter activity segments, provide clear visual boundaries, allow movement breaks between sections
dyspraxia
- Simplify pathway patterns initially, provide extra practice time, use larger formation spaces
autism spectrum
- Provide clear visual schedule of activities, allow practice time for transitions, create quiet space option
visual impairment
- Use tactile markers for formations, provide clear verbal descriptions of pathways, assign sighted buddy partner
hearing impairment
- Use visual signals for transitions, provide written formation diagrams, use vibrations to indicate music beat
physical disability
- Adapt movements to wheelchair or seated positions, modify pathway distances, provide alternative formation roles
Cross-Curricular Links
English
Vocabulary development with dance terminology, listening skills for instructions and music cues, descriptive language for movement
Science
Understanding of body movement and coordination, heart rate changes during exercise, rhythm and pattern recognition
PSHE
Teamwork and cooperation, building confidence through performance, supporting others during learning
Teacher Guidance
Positioning
Central location with clear view of all groups and formation areas
Observation Focus
Watch for smooth transitions, timing coordination, and spatial awareness
Intervention Points
Step in when formations become unsafe or students need technique support
Demonstration Notes
Use clear, exaggerated movements when showing pathways and formations, count beats aloud clearly
Verbal Cues
- •'Find your space smoothly'
- •'Listen for the music beat'
- •'Help your team members'
- •'Smooth transitions, not rushing'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear area for formations and pathway movements
Surface Check
Non-slip floor surface, dry and free from obstacles
Equipment Safety
Safety Checks
- •Cones placed with rounded edges up
- •Music system positioned safely out of movement area
- •No trailing wires or cables in dance space
Risk Management
Key Risks
- •Collisions during formation transitions
- •Trips over equipment or markers
- •Overexertion during energetic dancing
Risk Mitigation
- •Clear spacing between groups and rows
- •Controlled movement pace during transitions
- •Regular breaks and gradual progression
- •Clear visual markers for safe boundaries
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups simultaneously
- •Monitor spacing during formation changes
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support as needed