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Lesson 6 - Pathways & Formations

Structured Dance Exploration

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Year 1

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Dance

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45 min

Big Question

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

Tunnel Systems

Position for optimal sound coverage of dance space

Alternative: Portable speaker, tablet with speakers

Coloured Cones

8-12

Use to mark row positions and formation points

Alternative: Spots, bean bags, markers

Thematic Music Playlist

Choose age-appropriate music with clear beat at 120-130 BPM

Alternative: CD, streaming service, recorded tracks

Team bibs

30 (numbers 1-6 repeated)

For team organisation in starter activity

Alternative: Coloured bands, written numbers on paper

Key Vocabulary

Formation

The way dancers are arranged in space

Pathway

The route or direction dancers take as they move

Motif

A short sequence of movements that can be repeated

Freestyle

Improvised movement where dancers create their own steps

Unison

Everyone moving at exactly the same time

Transition

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

Smooth transitions between formations

Accurate pathway execution

Consistent timing with music

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