Lesson 8 - Dance Patterns & Choreography
Chance to Choreography Exploration
•Year 5
•Dance
•Start Planning Better PE Lessons
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How can we combine traditional Rock 'n' Roll dance steps with our own creative movements to tell a story through dance?
Learning Objectives
- To work collaboratively with a partner and a group to create a dance in the style of Rock 'n' Roll
- To adapt and refine the way we use actions, dynamics and relationships in dance
- To perform different styles of dance clearly and fluently
Key Outcomes
- Students will master two fundamental Rock 'n' Roll step patterns with correct timing
- Students will create and perform a collaborative group dance incorporating learnt steps
- Students will provide constructive feedback using dance terminology
Equipment & Resources Required
Audio system with clear sound for whole class
Alternative: Any upbeat 4/4 time music suitable for Rock 'n' Roll
Screen/projector visible to all students
Alternative: Teacher demonstration or printed step diagrams
To mark starting positions for groups of four
Alternative: Cones or chalk marks
Key Vocabulary
A fundamental dance step creating a square pattern on the floor
A Rock 'n' Roll move involving a step forward followed by a kick with the opposite foot
The energy and force used in dance movements
The arrangement and positioning of dancers in space
The planned sequence of dance movements and patterns
Smooth movement from one dance position or step to another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic dance movements and rhythmic awareness
- Experience working in pairs and small groups
- Understanding of simple dance terminology
Current Skills
- Rock 'n' Roll step patterns including Box Step and Step Kick
- Partner and group choreography creation
- Performance skills with Rock 'n' Roll style
Next Steps
- More complex partner dance styles
- Advanced choreographic devices and formations
- Historical and cultural context of different dance styles
Milestone Indicators
Key Teaching Points
- Box Step creates a clear square pattern - emphasise completing the full shape
- Step Kick requires opposite foot coordination - practice slowly before adding music
- Rock 'n' Roll style is characterised by energy, attitude and sharp dynamics
- Partner changes must be smooth and integrated, not interrupting the dance flow
- Timing is crucial - all group members must stay together with the music
- Feedback should use dance terminology and focus on specific observable elements
- Performance confidence grows through practice and positive encouragement
Common Misconceptions
- Box Steps don't need to create an actual square shape - emphasise geometric precision
- Step Kicks can use the same foot - reinforce opposite foot coordination
- Rock 'n' Roll is just fast movement - teach about style, not just speed
- Partner changes can happen anytime - teach integration with musical phrasing
- All movements should be the same energy level - emphasise dynamic contrast
- Feedback is about being nice rather than helpful - teach constructive specificity
SEN Adaptations
ADHD
- Short, focused activities with variety, clear physical boundaries for groups, regular movement breaks
dyspraxia
- Slower step teaching pace, simplified patterns initially, visual markers for foot placement
autism spectrum
- Clear structure and routine, visual schedules for lesson sections, quiet space available if needed
visual impairment
- Use verbal descriptions of step patterns, tactile guidance for foot placement, buddy system for spatial awareness
hearing impairment
- Visual demonstration emphasis, vibrotactile cues for beat, written step sequences, visual music representation
physical disability
- Adapted step patterns for limited mobility, seated versions of arm movements, focus on upper body styling
Cross-Curricular Links
English
Descriptive vocabulary for dance critique, using specific terminology for feedback
Maths
Counting in 8s for step patterns, spatial awareness and geometric patterns in formations
Art
Visual aspects of performance, costume and styling in Rock 'n' Roll era
Geography
Origins of Rock 'n' Roll in America, spread of cultural movements globally
History
1950s Rock 'n' Roll culture and its social impact, dance as cultural expression
Music
Understanding rhythm, beat and tempo in Rock 'n' Roll music, exploring 4/4 time signatures
Teacher Guidance
Positioning
Move actively between groups during choreography work, central position for whole-class instruction and demonstrations
Observation Focus
Monitor step accuracy, timing with music, group cooperation, and safety during partner changes
Intervention Points
Support groups struggling with timing, assist with partner change safety, encourage reluctant performers
Demonstration Notes
Use clear, exaggerated movements for step teaching, demonstrate style and energy throughout, show both successful and improved versions of techniques
Verbal Cues
- •'Sharp clicks on the beat!'
- •'Complete the square with your feet!'
- •'Rock 'n' Roll energy - show me that attitude!'
- •'Smooth partner changes, make them part of the dance!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space minimum 15m x 10m, suitable for groups of 4 working simultaneously
Surface Check
Clean, non-slip surface free from obstacles, suitable for dance movements including kicks
Equipment Safety
Safety Checks
- •Audio equipment positioned safely away from movement area
- •Volume at appropriate level for instruction and music
- •All cables secured and out of walkways
Risk Management
Key Risks
- •Collisions during group work and partner changes
- •Loss of balance during kicks and step patterns
- •Slips during dynamic movements
Risk Mitigation
- •Clear boundaries established for each group's working space
- •Controlled kick heights to maintain balance
- •Progressive skill building from slow to music tempo
- •Supervised partner changes with safety awareness
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all groups during choreography work
- •Move between groups during practice to monitor safety
- •Maintain clear sightlines during performances
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact school emergency procedures if needed