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Lesson 4 - Partner Cat Sequences

Animal Movement Expression

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Year 4

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Dance

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45 min

Big Question

How can we create dramatic cat characters that interact through dance?

Learning Objectives

To develop complex interacting movements that show relationships between cat characters
To sustain character portrayal whilst creating sequences with a partner
To incorporate apparatus safely to enhance movement interactions

Key Outcomes

Students will create a 3-movement sequence with their partner showing clear cat character interaction
Students will demonstrate sustained character portrayal throughout their performance
Students will show creativity in using different levels and apparatus in their sequences

Equipment & Resources Required

Gymnastics Mats

8-10 mats

Spread evenly around the space for safe rolling and interaction

Alternative: Large towels or blankets for rolling

Gymnastics Benches

4-6 benches

Position to allow safe movement over and under

Alternative: Low sturdy boxes or steps

Music Player

Test volume levels before lesson begins

Alternative: Tablet or phone with speakers

Cones

8-12 cones

Mark safe working areas around apparatus

Alternative: Markers or bean bags

Key Vocabulary

Interaction

When two dancers' movements connect or relate to each other

Character

The personality and qualities of the cat you are portraying through movement

Flow

Smooth, continuous movement from one action to the next

Levels

The height at which movements are performed - high, medium, low

Canon

When partners perform the same movement but at different times

Unison

When partners perform movements at exactly the same time

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic cat movements and characteristics from previous lessons
Understanding of different levels in dance
Experience working individually in character

Current Skills

Partner interaction and relationship building through movement
Sustained character portrayal
Creating flowing sequences with apparatus

Next Steps

Complex group sequences
Narrative dance development
Performance skills with audience awareness

Milestone Indicators

Movements clearly show cat characteristics

Partner interactions are deliberate and flowing

Character is sustained throughout entire sequence

Key Teaching Points

Character consistency is more important than complex movements
Partner work requires communication and cooperation
Safety rules must be followed when using apparatus for interactions
Flow between movements makes sequences look professional
Different cats can have very different personalities - encourage variety
Apparatus enhances interactions but isn't the focus - character work is
Positive peer feedback helps everyone improve

Common Misconceptions

All cats move the same way - encourage individual character development
Louder or bigger movements are better - focus on appropriate character expression
Partner work means copying each other - emphasise interaction not imitation
Using apparatus is the most important part - character and cooperation are priorities
Performances must be perfect - encourage confidence and character commitment over perfection

SEN Adaptations

ADHD

Regular movement breaks built in, clear boundaries for apparatus work, partner accountability systems

dyspraxia

Extra practice time for sequence building, simpler movement patterns, larger apparatus for easier navigation

autism spectrum

Clear structure with visual schedule, defined character choices, consistent partner pairings, quiet reflection space available

visual impairment

Use verbal descriptions of character traits, partner guides for apparatus work, tactile exploration of equipment placement

hearing impairment

Visual demonstrations of all character work, hand signals for timing, written character trait cards

physical disability

Adapt movements to seated or supported positions, modify apparatus use, focus on upper body character expression

Cross-Curricular Links

English

Vocabulary development for character traits, descriptive language for movement qualities

Science

Animal behaviour and characteristics, how cats move and interact in nature

PSHE

Cooperation, communication, respecting others' ideas, building positive relationships

Teacher Guidance

Positioning

Position where you can see all pairs and apparatus work, move around to observe different partnerships

Observation Focus

Watch for character consistency, safe partner interactions, creative use of apparatus, and quality of cooperation

Intervention Points

Step in if unsafe apparatus use observed, if partnerships are struggling with cooperation, or if character work becomes too silly

Demonstration Notes

Always demonstrate safety first, then character. Show contrasts clearly (brave vs scared cat). Emphasise partner cooperation in all demonstrations

Verbal Cues

•'Stay in character!'
•'Show me the relationship!'
•'Safety first, then character!'
•'Make it flow together!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or studio space minimum 15m x 10m, clear of obstacles with smooth, non-slip surface

Surface Check

Ensure surface is clean, dry, and free from hazards. Check for any loose equipment or debris

Equipment Safety

Safety Checks

•Check all mats are flat and properly positioned
•Ensure benches are stable and at appropriate height
•Verify apparatus is age-appropriate and in good condition
•Check boundary markers are visible and secure

Risk Management

Key Risks

•Collisions during partner work
•Falls when using apparatus for over/under movements
•Overexertion during character work
•Inappropriate physical contact during interactions

Risk Mitigation

•Clear rules about no physical contact during interactions
•Adequate spacing between pairs during practice
•Controlled introduction of apparatus work with safety demonstration
•Regular monitoring of energy levels and safe movement choices

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all apparatus work
•Monitor partner interactions for appropriate boundaries
•Watch for signs of fatigue or overexcitement
•Ensure safe use of over/under movements

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, remove other students from area if necessary