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Lesson 3 - Group Patterns and Formations

Bollywood & Line Dance Fusion

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Year 5

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Dance

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45 min

Big Question

How can we create visually exciting dance patterns that showcase teamwork and creativity?

Learning Objectives

Work collaboratively as part of a group to create new and exciting movement patterns
Create pathways and patterns using different formations
Use performance skills to present group dances with confidence

Key Outcomes

Students will perform coordinated group movements using three different formations
Students will demonstrate smooth transitions between formations using varied pathways
Students will present their group dance with appropriate performance skills

Equipment & Resources Required

Music Player

Position centrally for clear sound coverage

Alternative: Portable bluetooth speaker, tablet with speakers

Cards

8 sets (one per group)

Distribute one set per group of 4 students

Alternative: Laminated sheets, tablet displays of formations

Mats

32 (8 per formation)

Available for groups to mark starting positions

Alternative: Cones, bean bags, chalk marks

Whiteboards

Positioned where all students can see for demonstrations

Alternative: Tablet, printed pathway examples

Key Vocabulary

Formation

An arrangement or pattern that dancers create with their bodies in space

Pathway

The route or track that dancers follow when moving through space

Transition

The smooth movement from one formation or position to another

Unison

When all dancers perform the same movement at exactly the same time

Grapevine

A travelling step: side, behind, side, jump with arms coordinated

Skill Progression Pathway

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

Prior Learning

Basic dance movements and rhythms
Simple partner work and mirroring
Understanding of personal and general space

Current Skills

Group coordination and formation work
Creating pathways and patterns
Performance skills and presentation

Next Steps

Choreographing extended dance sequences
Leading and teaching movement patterns
Incorporating props and advanced formations

Milestone Indicators

Maintains group timing for 8+ counts

Transitions smoothly between three formations

Demonstrates confident performance presence

Key Teaching Points

Formation accuracy depends on all group members understanding their specific position and role
Pathways should be planned to avoid collisions and create visual interest through variety
Group timing requires active listening and mutual support between all members
Performance skills enhance the impact of group choreography and build confidence
Effective group work needs clear communication and shared decision-making
Creative solutions often emerge when groups collaborate rather than compete
Spatial awareness develops through repeated practice of formation changes and pathway planning

Common Misconceptions

Thinking formations only look good from one angle - teach students to consider 360-degree viewpoints
Believing faster pathway transitions always look better - emphasise control and smoothness over speed
Assuming all group members must do identical movements - allow for complementary roles and variations
Thinking only complex formations are impressive - highlight how simple formations executed well are often most effective
Believing individual skill matters more than group coordination - stress the collaborative nature of group dance

SEN Adaptations

ADHD

Break activities into shorter segments, provide fidget tools during discussion times, use high-energy movements as regulation breaks

dyspraxia

Simplify formation changes, provide extra practice time, use ground markers for position reference, pair with supportive peers

autism spectrum

Provide formation templates and structured planning sheets, allow additional processing time, create quiet spaces for overwhelm

visual impairment

Use tactile markers for formation positions, buddy system for pathway guidance, verbal descriptions of all visual demonstrations

hearing impairment

Visual signals for timing and transitions, written formation cards with clear diagrams, demonstrate all instructions physically

physical disability

Adapt formations to include seated or supported positions, modify pathways for mobility aids, focus on upper body or achievable movements

Cross-Curricular Links

English

Using descriptive vocabulary for movement qualities, discussing and evaluating performances, explaining creative choices clearly

Art

Understanding composition and visual elements in group arrangements, creating patterns and designs through movement

Geography

Directional awareness and spatial relationships, pathways and routes, understanding bird's eye view of formations

PSHE

Cooperation and teamwork skills, building confidence through performance, respecting others' creative ideas, developing leadership qualities

Teacher Guidance

Positioning

Move between groups during planning phases, central position for whole-class instruction and performances

Observation Focus

Group cooperation, spatial awareness, timing coordination, performance confidence

Intervention Points

Step in when groups struggling with decision-making, pathway planning creating collision risks, or students excluding others

Demonstration Notes

Use students as examples when possible, break down complex movements, model positive group interaction and discussion

Verbal Cues

•'Hold your formation shape!'
•'Smooth pathways, avoid bumping!'
•'Keep the group together!'
•'Performance faces on!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 10m x 12m clear space for groups to move safely without collision

Surface Check

Clean, dry, non-slip flooring essential for dance movements and floor work

Equipment Safety

Safety Checks

•Formation cards laminated with rounded corners
•Music volume appropriate for instruction hearing
•Floor markers flush and secure if used

Risk Management

Key Risks

•Collisions between groups during pathway transitions
•Slips during directional changes and dance movements
•Overexertion during warm-up or performance activities

Risk Mitigation

•Clear group boundaries established and maintained
•Progressive warm-up before vigourous movement
•Adequate spacing enforced throughout lesson
•Safe stretching techniques taught and monitored

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during pathway planning
•Move between groups during practice phases
•Central position during performances for safety oversight

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid support, contact office if medical attention needed