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Lesson 5 - Partner Line Dancing

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 combine individual line dance steps to create a dynamic partner routine?

Learning Objectives

To perform three specific line dance steps (shuffle step, charleston, grapevine) with correct technique
To work collaboratively with a partner to combine steps into a movement phrase
To demonstrate creativity by varying the order and format of dance steps

Key Outcomes

Students will perform shuffle step, charleston, and grapevine with appropriate timing and posture
Students will create a partner routine combining all three steps in their chosen sequence
Students will perform their routine in 1, 2, or 4-wall pattern format showing spatial awareness

Equipment & Resources Required

Music Player

1 set

Position centrally for even sound distribution

Alternative: Laptop with external speaker, tablet with Bluetooth speaker

Music Tracks

3-4 songs

Moderate tempo 120-130 BPM suitable for beginners

Alternative: Any 4/4 time music with clear beat (country, pop)

Cones

4-8

Mark dance area boundaries and starting positions

Alternative: Spots, bean bags, tape marks on floor

PE Equipment

3 sets

Visual aids showing foot patterns for each step

Alternative: Whiteboard with step diagrams, printed handouts

Key Vocabulary

Shuffle Step

A quick triple step movement staying on the spot with weight transfer

Charleston

A classic dance step involving forward step, kick, back step, and toe touch

Grapevine

A travelling step pattern moving sideways with step, cross behind, step, touch

Wall Pattern

The directional format of line dancing (1-wall faces one direction, 4-wall faces all directions)

Movement Phrase

A sequence of connected dance steps that flow together as one unit

Unison

Performing movements at exactly the same time with your partner

Skill Progression Pathway

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

Prior Learning

Basic awareness of rhythm and beat from previous dance lessons
Understanding of personal space and moving safely around others
Experience with simple locomotor movements and directional changes

Current Skills

Technical execution of three specific line dance steps
Partner collaboration and synchronisation skills
Creative sequencing and choreographic decision-making

Next Steps

More complex line dance combinations with additional steps
Group choreography with 4+ dancers working together
Performance skills and presentation to audience

Milestone Indicators

Consistent foot placement and weight transfer in all three steps

Smooth transitions between different dance steps

Maintenance of rhythm and timing throughout complete routine

Key Teaching Points

Demonstrate all three steps slowly before expecting students to copy
Emphasise partner cooperation and mutual support throughout
Focus on rhythm and timing rather than perfect technique initially
Use clear, consistent directional language for wall patterns
Build confidence through positive encouragement and celebration of effort
Allow creative expression within the structure of learned steps

Common Misconceptions

Students may think line dancing requires perfect synchronisation immediately - emphasise gradual improvement
Some may believe mistakes are failures - frame them as learning opportunities
Students might think they need to remember everything at once - break learning into manageable chunks
Some may assume line dancing is only for certain types of people - celebrate diversity and inclusion
Students may think speed is more important than accuracy - prioritise technique first

SEN Adaptations

ADHD

Frequent movement breaks built into activities, clear boundaries and expectations, partner support for focus

dyspraxia

Slower demonstration speed, step-by-step breakdown of movements, visual aids and reminder cards

autism spectrum

Clear visual schedule of lesson structure, consistent routine and patterns, quiet space available if needed

visual impairment

Use tactile markers for positioning, verbal description of all movements, partner guidance system for spatial awareness

hearing impairment

Visual rhythm cues and demonstrations, partner support for timing, written step cards for reference

physical disability

Seated or supported versions of steps, upper body movements to match lower body patterns, adapted equipment as needed

Cross-Curricular Links

English

Following complex verbal instructions, partner communication and discussion, descriptive vocabulary for movement, presentation and performance skills

Maths

Counting in 4s and 8s, understanding rhythm patterns, quarter turns and directional geometry, sequencing and pattern recognition

Music

Beat and rhythm awareness, tempo recognition, musical phrasing and structure, listening and responding to different musical styles

PSHE

Cooperation and teamwork, building positive relationships, confidence and self-esteem through performance, respect for others' efforts and achievements

Teacher Guidance

Positioning

Move around perimeter to observe all pairs, demonstrate from front centre for whole group instructions

Observation Focus

Watch for partner cooperation, technical accuracy, and safe movement execution

Intervention Points

Step in to support struggling partnerships, correct unsafe technique, encourage positive communication

Demonstration Notes

Always demonstrate with a student partner to show cooperation, exaggerate key technique points for visibility, use clear directional language consistently

Verbal Cues

•'Match your partner's timing!'
•'Light feet, controlled movements!'
•'Help each other succeed!'
•'Show me your best technique!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 10m x 8m clear floor space, suitable for dance movements and partner work

Surface Check

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

Equipment Safety

Safety Checks

•Music equipment positioned safely away from movement area
•Cables and wires secured or covered to prevent trips
•Markers and cones with rounded edges and stable base

Risk Management

Key Risks

•Collisions between students during travelling movements
•Slips during turning or directional changes
•Loss of balance during kicks in Charleston step

Risk Mitigation

•Clear movement boundaries established with markers
•Adequate spacing maintained between pairs throughout
•Progressive skill building from simple to complex movements
•Partner support systems for balance and confidence

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during travelling movements
•Monitor partner interactions for positive cooperation
•Check technique safety especially during kicking movements

Emergency Procedures

Stop activity immediately, assess any injuries, apply basic first aid if trained, seek additional medical support if needed