Lesson 4 - Balancing and Partner Shapes
Space to Synchronisation
•Year 2
•Dance
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we use balances and partner work to tell the story of circus performers?
Learning Objectives
- To be able to use individual balances with control and coordination
- To perform in unison with a partner
- To be able to create interesting shapes with a partner that represent circus characters
Key Outcomes
- Students will demonstrate controlled individual balances at high and low levels
- Students will work cooperatively with partners to create connected shapes
- Students will perform movement sequences in unison showing timing and coordination
Equipment & Resources Required
Distributed evenly around performance space with safe spacing
Alternative: Bean bags, hoops, or marked spots on floor
Test volume level - students should hear instructions over music
Alternative: Phone with speaker, or no music using counting
Separate track for energising warm-up phase
Alternative: Upbeat instrumental music or rhythmic counting
Key Vocabulary
Staying steady and still in one position, controlling your body weight
Moving at exactly the same time as your partner, like a mirror
The route you take when moving through space - straight, curved, zigzag
How high or low your body is - high (standing/jumping), low (crouching/lying)
A shape made with your partner where you are touching or holding each other
Using your face and body to show what character you are pretending to be
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic locomotor movements (walking, running, jumping)
- Simple individual balances on different body parts
- Following simple movement instructions
- Previous circus dance vocabulary from earlier lessons
Current Skills
- Individual balances at different levels with control
- Partner work creating connected shapes
- Moving in unison with a partner
- Using pathways purposefully in dance
Next Steps
- Complex partner lifts and counterbalances
- Group formations and synchronized movement
- Creating original choreography with narrative structure
- Advanced pathway combinations and spatial awareness
Milestone Indicators
Key Teaching Points
- Balance requires strong body tension and controlled stillness - demonstrate wobbly vs controlled
- Unison means moving at exactly the same time - use visual and verbal cues for timing
- Pathways should be clear and purposeful - show distinct differences between straight, curved, zigzag
- Partner work requires communication and cooperation - model positive interaction skills
- Circus characters need expression and commitment - encourage full engagement with facial expressions
- Safety in partner work comes from appropriate contact points and mutual respect
- Performance skills develop through practice and positive feedback - celebrate all efforts equally
Common Misconceptions
- Balances just need to look pretty - correct: balances need strong muscle control and body awareness
- Moving fast makes dance more exciting - correct: controlled, expressive movement shows skill and character
- Partner work means one person leads - correct: both partners contribute equally to create shapes and movement
- Dance is only about steps - correct: dance includes expression, character, levels, pathways and timing
- Mistakes ruin performances - correct: commitment and effort matter more than perfection
- Boys can't be expressive in dance - correct: all students can develop character and performance skills
SEN Adaptations
ADHD
- Frequent activity changes built into lesson structure, clear boundaries and expectations, positive movement breaks incorporated
dyspraxia
- Simplified movement sequences initially, extra practice time for balance development, partner support for complex coordination
autism spectrum
- Clear structure with visual schedule, predictable routine following previous lesson pattern, quiet space available if needed
visual impairment
- Use tactile markers for pathways, verbal descriptions of all visual demonstrations, partner system for guidance and support
hearing impairment
- Visual counting signals and hand gestures, demonstrated instructions alongside verbal, vibrating speakers for music if available
physical disability
- Seated versions of pathways and balances, wheelchair accessible partner connections, modified balance challenges appropriate to ability
Cross-Curricular Links
English
Vocabulary development with circus and dance terms, storytelling through movement, descriptive language for performance feedback
Maths
Counting in patterns (4s and 8s), understanding of pathways and geometric shapes, spatial reasoning with levels and directions
Art
Creating visual shapes with body, understanding levels and composition, appreciation of performance as artistic expression
PSHE
Cooperation and teamwork skills, building confidence through performance, respect and appreciation for others' efforts, resilience when learning new skills
Teacher Guidance
Positioning
Move around perimeter of space during activities to observe all students, central position for demonstrations and discussions
Observation Focus
Watch for balance control, partner cooperation, timing in unison work, safe movement choices, and engagement levels
Intervention Points
Step in if students struggle with balance safety, partner work becomes inappropriate, timing problems persist, or off-task behaviour develops
Demonstration Notes
Use clear, exaggerated movements for all demonstrations, work with student volunteers to show partner work, emphasise facial expressions and characterisation
Verbal Cues
- •'Strong bodies for balances!'
- •'Watch your partner to stay in time!'
- •'Show me your circus character face!'
- •'Travel safely, look where you're going!'
- •'Hold that balance - strong and still!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 12m clear space for individual and partner work, with safe distance from walls
Surface Check
Smooth, dry floor suitable for balance work and partner activities, check for obstacles
Equipment Safety
Safety Checks
- •Base stations/cones placed with adequate spacing (3-4 metres apart)
- •Audio equipment positioned safely away from movement area
- •Volume level allows teacher instructions to be heard clearly
Risk Management
Key Risks
- •Falls during balance attempts
- •Collisions during pathway activities
- •Unsafe partner connections
- •Dizziness from spinning activities
Risk Mitigation
- •Establish clear boundaries for all activities
- •Teach safe falling techniques before balance work
- •Monitor partner work for appropriate contact points
- •Control spinning speed and frequency
- •Maintain adequate spacing between working pairs
Supervision & Emergency Procedures
Supervision Points
- •Position for clear sight lines to all students during partner work
- •Move around space during balance practice to provide support
- •Monitor pathway activities for collision risks
- •Watch for fatigue during extended dance sequences
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, have contact details and procedures readily available