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Lesson 2 - Movement Integration

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 dynamic dance sequences by combining stationary movements with travelling patterns?

Learning Objectives

To perform and link non-locomotor and locomotor movements with control and rhythm
To collaborate effectively with a partner to create and remember dance phrases
To demonstrate understanding of spatial awareness and formation work in dance

Key Outcomes

Students will confidently combine static and travelling dance movements in sequences
Students will create and perform partner routines demonstrating rhythm and coordination
Students will understand how different movement types enhance dance performance

Equipment & Resources Required

Music Player

Test sound quality and volume levels before lesson begins

Alternative: Portable speaker with phone/tablet connection

Worksheets

1 per pair (15)

Prepare worksheets showing different partner formations (side by side, facing, behind, mirroring)

Alternative: Formation diagrams displayed on screen or whiteboard

Cards

3 videos

Ensure videos are accessible and can be paused for practice

Alternative: Teacher demonstrations if technology unavailable

Dish Cones

Use to indicate starting positions and formation boundaries

Alternative: Masking tape to mark positions

Key Vocabulary

Non-locomotor movement

Dance movements performed whilst staying in one place, such as bending, twisting, or gesturing

Locomotor movement

Dance movements that travel through space, involving moving from one place to another

Formation

The arranged pattern or shape that dancers create in the performance space

Sequence

A series of connected dance movements performed in a specific order

Unison

When dancers perform the same movements at exactly the same time

Pivot

A turning movement where one foot stays in place whilst the body rotates around it

Skill Progression Pathway

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

Prior Learning

Understanding of basic dance vocabulary and movement concepts
Experience with step-touch and Bhangra shoulder movements from previous lesson
Basic sense of rhythm and ability to move to music

Current Skills

Integration of stationary and travelling movements
Partner collaboration and teaching skills
Advanced hip movement techniques and step patterns

Next Steps

Creating longer, more complex dance sequences
Incorporating props or costume elements
Developing performance confidence and stage presence

Milestone Indicators

Smooth transitions between non-locomotor and locomotor movements

Ability to maintain rhythm whilst teaching/learning from partners

Clear understanding of formation work and spatial patterns

Key Teaching Points

Clear distinction between non-locomotor (stationary) and locomotor (travelling) movements is fundamental
Partner teaching develops communication skills and deepens understanding of movement
Age-appropriate interpretation of all movements, especially hip movements
Rhythm and unison are more important than perfect technique at this stage
Formation work enhances visual impact and develops spatial awareness
Positive feedback culture encourages risk-taking and creativity
Progressive skill building from simple to complex movement combinations

Common Misconceptions

Thinking non-locomotor movements are 'easier' - emphasise they require control and intention
Believing locomotor movements must be large - demonstrate controlled, precise travelling
Assuming unison means robotic - encourage personal style within synchronized framework
Thinking dance is only about individual performance - highlight collaborative elements
Misconception that mistakes ruin performance - teach recovery and continuation skills

SEN Adaptations

ADHD

Break activities into shorter segments, provide fidget tools during instruction, use movement as positive outlet for energy

dyspraxia

Simplify movement combinations, provide extra practice time, use wall support for balance during pivots, focus on one movement at a time

autism spectrum

Provide clear routine structure, use visual sequence cards, offer quiet space if overstimulated, maintain consistent partnerships

visual impairment

Use verbal descriptions of all movements, provide physical guidance for formations, use bright floor markers for spatial reference

hearing impairment

Visual demonstrations with clear sight lines, use hand signals for rhythm, provide written instructions for sequences

physical disability

Adapt movements for seated or supported positions, modify formations to accommodate wheelchairs, focus on upper body movements

Cross-Curricular Links

English

Communication skills through partner teaching, descriptive vocabulary development, giving constructive feedback

Maths

Counting beats and patterns, understanding sequences and rotation, spatial awareness and formation geometry

Science

Understanding body mechanics and balance, exploring forces and movement, spatial concepts

Art

Creative expression through movement, understanding aesthetic choices, performance as visual art

Music

Rhythm and timing, beat recognition, musical interpretation and expression

PSHE

Partnership working, building confidence, giving and receiving feedback, celebrating diversity in movement styles

Teacher Guidance

Positioning

Central location during instruction, circulate during partner work, clear sight lines during performance

Observation Focus

Partner collaboration skills, technical accuracy of new movements, rhythm and coordination development

Intervention Points

Step in if partnerships struggling, incorrect technique being reinforced, or inappropriate behaviour

Demonstration Notes

All new movements demonstrated slowly first, then at tempo. Emphasise technique over style, maintain appropriate interpretation for Year 5 students

Verbal Cues

•'Remember your pivot foot stays planted'
•'Keep movements age-appropriate and controlled'
•'Help your partner succeed - we're all learning together'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 12m clear space, suitable for 30 students with partner work

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Music equipment positioned away from movement area
•Volume levels appropriate - students can hear instructions
•Cables secured and not creating trip hazards

Risk Management

Key Risks

•Collisions during locomotor movements
•Falls during pivot movements
•Inappropriate interpretation of hip movements

Risk Mitigation

•Clear boundaries established for each pair's practice space
•Pivot technique taught with balance emphasis
•Age-appropriate demonstration of all movements
•Adequate warm-up before dynamic movements

Supervision & Emergency Procedures

Supervision Points

•Position to observe all pairs during practice
•Monitor for appropriate movement interpretation
•Watch for fatigue or overexertion signs

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, contact office if serious