Lesson 6 - Formation Dance & Group Work
Movement Storytelling
•Year 2
•Dance
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How can we use different shapes and formations to make our group dance more exciting to watch?
Learning Objectives
- Select actions as a group to create a short dance phrase that reflects rhythmic qualities
- Explore formations through dance sequence and explain our choice
- Perform dance phrases that express ideas and feelings with confidence
Key Outcomes
- Students will demonstrate a structured dance sequence in pairs and groups
- Students will create and perform in chosen formations showing spatial awareness
- Students will perform with projection and extension, expressing mood and feeling
Equipment & Resources Required
Positioned where all students can hear clearly, volume appropriate for space
Alternative: Portable speaker with phone/tablet connection
Pre-selected and ready to play, suitable tempo for dance actions
Alternative: Rhythmic music suitable for Year 2 (Happy Feet - Boogie Wonderland suggested)
Used to mark formation positions and boundaries
Alternative: Bean bags, hoops, or chalk marks
Minimum 8m x 8m clear space, safe flooring for dance movement
Alternative: Large classroom with furniture moved aside
Key Vocabulary
The shape or pattern that dancers make when standing together
Confident presentation of one's body and energy in dance
Using the full range of movement, reaching, pointing fingers and toes
A dance performed by two people together
The planned sequence of dance movements
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can perform simple dance actions on their own
- Has experience working with a partner in dance
- Understands basic dance vocabulary like levels, directions and speed
Current Skills
- Creating structured dance sequences with clear sections
- Working in groups to create formations and shapes
- Performing with projection and extension
Next Steps
- Creating more complex group choreographies
- Using formations to tell a story through dance
- Evaluating and improving dance performances
Milestone Indicators
Key Teaching Points
- Formations must be clear and maintained throughout performance
- Projection and extension are essential for strong dance performance
- Group cooperation and decision-making are as important as dance technique
- Structure (beginning-middle-end) gives dance performances clarity and impact
- Teaching others helps consolidate your own learning and builds confidence
- Spatial awareness and consideration for others keeps everyone safe
- Reflection and evaluation help improve future performances
Common Misconceptions
- Thinking formations are just about standing in shapes - they enhance the whole dance experience
- Believing projection means being loud - it's about confident, positive energy
- Assuming everyone must do exactly the same movement - adaptation within cooperation is acceptable
- Thinking dance is just about the movements - expression and feeling are equally important
- Believing group work means some people can do less - everyone contributes to success
SEN Adaptations
ADHD
- Break formation work into shorter segments, provide clear visual boundaries for group spaces, include regular movement breaks
dyspraxia
- Use simpler formation shapes initially, provide extra practice time, use visual markers for positions, celebrate individual progress
autism spectrum
- Provide formation cards with clear visual references, maintain consistent group membership, allow extra processing time for formation changes
visual impairment
- Use tactile formation guides, provide verbal descriptions of all movements, buddy system for spatial orientation, use contrasting floor markers
hearing impairment
- Visual timing cues and signals, demonstration-focused teaching, written formation cards, vibration-based music experience if available
physical disability
- Adapt formations to include seated or supported positions, modify movements to individual capabilities, focus on individual contribution within group
Cross-Curricular Links
English
Developing speaking and listening skills through teaching and explaining, using descriptive vocabulary, reflection and evaluation
Geography
Spatial awareness and positioning, understanding directions and orientations in formation work
PSHE
Cooperation and teamwork, building confidence, supporting others' learning, respectful audience behaviour and appreciation of others' efforts
Teacher Guidance
Positioning
Move around the space to observe all groups, position at corner of space for maximum visibility during performances
Observation Focus
Watch for formation maintenance, partner synchronisation, projection and extension, group cooperation
Intervention Points
Step in if groups struggling with cooperation, provide support for formation choices, help with timing and structure
Demonstration Notes
Use students as demonstration partners, show clear contrast between good and developing technique, emphasise performance qualities
Verbal Cues
- •'Make your shape clear and strong!'
- •'Show me your projection - confident and bright!'
- •'Use your full extension - reach those fingers and point those toes!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear floor space, suitable for dynamic movement and group formations
Surface Check
Clean, dry, non-slip floor surface free from obstacles, appropriate for dance movement
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement area
- •Cones/markers placed to avoid trip hazards
- •No sharp edges or protruding equipment in performance space
Risk Management
Key Risks
- •Collisions between groups during formation changes
- •Slips or falls during dynamic movement
- •Overcrowding in performance space
Risk Mitigation
- •Clear boundaries established for each group's working area
- •Adequate spacing maintained between groups throughout lesson
- •Progressive building of movement complexity and performance confidence
- •Teacher positioned for maximum visibility of all groups
Supervision & Emergency Procedures
Supervision Points
- •Monitor group dynamics for positive cooperation
- •Ensure appropriate physical contact and spatial awareness
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid if needed, clear space for emergency access