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Lesson 4 - Balancing and Partner Shapes

Space to Synchronisation

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Year 2

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Dance

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1h 17min

Big Question

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

Base Stations

30 (1 per student)

Distributed evenly around performance space with safe spacing

Alternative: Bean bags, hoops, or marked spots on floor

Circus Themed Music Playlist

1 sound system

Test volume level - students should hear instructions over music

Alternative: Phone with speaker, or no music using counting

Carnival Warm-Up Music

1 track

Separate track for energising warm-up phase

Alternative: Upbeat instrumental music or rhythmic counting

Key Vocabulary

Balance

Staying steady and still in one position, controlling your body weight

Unison

Moving at exactly the same time as your partner, like a mirror

Pathway

The route you take when moving through space - straight, curved, zigzag

Levels

How high or low your body is - high (standing/jumping), low (crouching/lying)

Connected Shape

A shape made with your partner where you are touching or holding each other

Characterisation

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

Holds balances for 4+ counts with minimal wobbling

Creates clear high/low level distinctions in balances

Moves in time with partner consistently

Shows characterisation through facial expression and movement quality

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