Lesson 3 - Pairs Dance Sequences
Space Race Stories Through Creative Movement
•Year 3
•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 pictures and images to create meaningful dance movements that tell a story with a partner?
Learning Objectives
- To work effectively in pairs using pictures as stimulus to develop dance sequences
- To demonstrate mirror image techniques and level changes in choreography
- To communicate ideas through movement and provide constructive feedback to peers
Key Outcomes
- Students will create a 16-count pairs dance section inspired by visual stimuli
- Students will demonstrate effective use of mirror image and changes in level
- Students will perform their complete dance sequence combining motif, travel, and pairs sections
Equipment & Resources Required
Pre-select images that inspire clear movement possibilities
Alternative: Images displayed on interactive whiteboard or tablets
Secure in each corner of the dance space before lesson
Alternative: Laminated signs or cones with action words
Pre-load suggested tracks: McFly 'Star Girl', Public Service Broadcasting 'Sputnik'
Alternative: Laptop with speakers, bluetooth speaker
For students who prefer defined personal space during floor work
Alternative: Designated floor spaces marked with tape
Key Vocabulary
When partners face each other and perform identical movements as if looking in a mirror
Moving between high (jumping, reaching up), middle (standing), and low (crouching, floor work) positions
A dance sequence that lasts for exactly 16 beats of music
Using pictures or images to inspire and create dance movements
The art of creating and arranging dance movements in a planned sequence
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic dance movements and travelling actions
- Understanding of 4 and 8 count phrases
- Previous work on individual motifs and travel sequences
Current Skills
- Partner collaboration and communication
- Mirror image technique
- Using visual stimuli for creative inspiration
- Changes in level within choreography
Next Steps
- Combining multiple dance elements into extended performances
- Creating group choreography with 4-6 dancers
- Developing thematic storytelling through movement
Milestone Indicators
Key Teaching Points
- Mirror image means facing your partner and reflecting their movements like a mirror
- Level changes add visual interest - always include high, middle, and low positions
- 16-count phrases provide structure - count clearly and start together
- Pictures inspire movement - think about feelings and stories, not just copying
- Partner collaboration means both people contribute ideas and support each other
- Feedback should always start with positives before suggesting improvements
- Safety first during level changes - controlled movements and awareness of space
Common Misconceptions
- Mirror work means copying the same side movements - clarify that it's opposite side reflection
- Level changes must be dramatic - explain that subtle changes can be effective too
- Dance must look exactly like the picture - emphasise creative interpretation over literal copying
- 16 counts must be completed quickly - clarify that timing should match the music
- One partner should lead all the time - emphasise collaborative creation
- Feedback means finding faults - teach positive, constructive feedback techniques
SEN Adaptations
ADHD
- Use shorter development phases, provide movement breaks, clear boundaries for working areas
dyspraxia
- Break down mirror work into simple steps, provide extra practice time, use larger, clearer movements for demonstration
autism spectrum
- Provide visual schedule of lesson structure, allow extra processing time for creative tasks, offer picture choices to reduce anxiety
visual impairment
- Use high-contrast pictures with clear subjects, provide verbal descriptions of images, pair with sighted partner for mirror work
hearing impairment
- Use visual cues for timing, provide picture cards with movement suggestions, use vibrating speaker for rhythm
physical disability
- Adapt level changes to seated or supported positions, focus on upper body mirroring, modify movements to individual capabilities
Cross-Curricular Links
English
Creative writing through dance interpretation, vocabulary development with technical terms, poetry homework connecting to movement themes
Maths
Counting 4, 8, and 16-beat phrases, understanding pattern and sequence in choreography
Art
Visual interpretation and analysis of pictures, understanding how images convey meaning and emotion
Music
Moving to rhythm and beat, understanding musical phrase structure, appreciating different musical styles
PSHE
Collaborative working, giving and receiving feedback positively, building confidence through performance
Teacher Guidance
Positioning
Move continuously around room during partner work, positioning for optimal view of all pairs during demonstrations
Observation Focus
Watch for understanding of mirror image concept, safe execution of level changes, quality of partner collaboration
Intervention Points
Step in if pairs struggle with creative process, provide technical support for mirror work, ensure all students are included
Demonstration Notes
Use confident pairs for demonstrations, model positive feedback language, show clear examples of technical concepts
Verbal Cues
- •'Remember, if I raise my right arm, you raise your left!'
- •'Show me three different levels - high, middle, low!'
- •'What story does your picture tell through movement?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear area, preferably school hall or large classroom with moveable furniture
Surface Check
Non-slip surface essential, check for any wet areas or obstacles before floor work
Equipment Safety
Safety Checks
- •Ensure corner cards are securely attached to prevent slipping
- •Check pictures are laminated or protected to prevent tearing
- •Music system positioned safely away from movement area
Risk Management
Key Risks
- •Collisions during corner running warm-up
- •Falls during level changes, particularly floor work
- •Overexertion during creative development phase
Risk Mitigation
- •Clear boundaries established for corner activities
- •Controlled speed during transitions to corners
- •Progressive introduction of level changes
- •Regular reminder about safe floor work technique
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during partner work
- •Monitor space usage during mirror work
- •Close supervision during level change development
Emergency Procedures
Standard first aid protocols, identify students with any mobility issues or medical conditions affecting participation