Lesson 1 - Partner Balances and Ship Movements
Historical Narrative Dance: The Titanic Story
•Year 6
•Dance
•Start Planning Better PE Lessons
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How can we use our bodies to tell the story of the mighty Titanic through dance?
Learning Objectives
- To create connecting balances that represent the structure and grandeur of The Titanic
- To develop flowing movements that show the ship's journey and arrival at port
- To perform with expression and creativity whilst maintaining control and accuracy
Key Outcomes
- Students will perform partner and group balances representing The Titanic's structure
- Students will create and link movements showing the ship's arrival and crew activities
- Students will demonstrate creativity, expression and collaborative skills in their performances
Equipment & Resources Required
Position where all students can hear clearly
Alternative: Music with strong beats, clapping, tambourine
Display on board or around room for reference
Alternative: Video clips, drawings, books about Titanic
Position for clear sound throughout hall
Alternative: Tablet with speaker, portable speaker
Pre-loaded and ready to play at appropriate volumes
Alternative: Ocean sounds, dramatic classical music, ship horn sounds
Key Vocabulary
A balance where partners or group members support each other's weight
Moving at exactly the same time as others
Smooth, continuous movement between different positions or actions
Using facial expressions, body language and movement quality to convey emotion or story
The route or pattern your body takes as it moves through space
The height at which movement occurs - high, medium, or low
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic partner work and simple balances
- Understanding of unison movement
- Experience with pathways and levels in dance
Current Skills
- Creating connecting balances with partners and groups
- Developing expressive movement quality
- Linking movements and balances with flow
Next Steps
- Advanced group choreography with multiple sections
- Complex partner lifts and counterbalances
- Extended dance narratives with detailed characterisation
Milestone Indicators
Key Teaching Points
- Safety first - all partner work must be controlled and progressive
- Story connection - all movements should relate back to The Titanic theme
- Expression matters - encourage students to show pride, strength and emotion through their dancing
- Collaboration is key - successful partner and group work requires communication and trust
- Quality over complexity - better to perform simple movements well than complex movements poorly
- Flow and transitions - smooth connections between elements enhance the performance
- Use of space - encourage students to use different levels, pathways and formations
Common Misconceptions
- Thinking partner balances require strength rather than technique and cooperation
- Believing dance must be 'pretty' rather than strong and expressive for this theme
- Assuming bigger/more complex movements are automatically better than controlled simple ones
- Not understanding that expression comes from the whole body, not just facial expressions
- Thinking that group work means everyone doing exactly the same thing rather than working together
SEN Adaptations
ADHD
- Movement breaks between balances, clear start/stop signals, partner responsibility systems
dyspraxia
- Simplified balance positions, extra practice time, step-by-step breakdown of movements
autism spectrum
- Clear routine structure, visual schedule of lesson sections, quiet reflection spaces available
visual impairment
- Use tactile cues for balance positions, verbal descriptions of all visual demonstrations, partner guidance system
hearing impairment
- Visual signals for start/stop, demonstrate all instructions clearly, use vibrations for rhythm cues
physical disability
- Seated balance variations, upper body focus for wheelchair users, adapted partner positions
Cross-Curricular Links
English
Narrative structure in dance, vocabulary development, descriptive language for movement and expression
Science
Forces and balance in partner work, buoyancy and floating, materials and engineering in shipbuilding
Art
Creating visual representations through body shapes, artistic expression, interpreting images creatively
Geography
Ocean travel, navigation, ports and harbours, shipping routes across Atlantic Ocean
History
Titanic as historical event, maritime transport, early 20th century society and technology
PSHE
Teamwork and cooperation, trust building, celebrating achievements, resilience through challenges
Teacher Guidance
Positioning
Move constantly around the space to observe all groups, positioning to see balance attempts clearly
Observation Focus
Watch for: balance stability, partner cooperation, creative interpretation, safety awareness, expression quality
Intervention Points
Step in when: balances appear unsafe, groups need specific technique help, collaboration breaks down, students lose focus on narrative
Demonstration Notes
Demonstrate: Use student examples frequently, show technique progression clearly, emphasise expression and story connection throughout
Verbal Cues
- •'Strong like the ship's hull!'
- •'Flow like water around the ship!'
- •'Show me the pride of The Titanic!'
- •'Connect with your partners!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 10m x 15m clear space, with 3m clearance from walls and equipment
Surface Check
Clean, dry, non-slip surface free from obstacles and debris
Equipment Safety
Safety Checks
- •Images and displays securely mounted and not at head height
- •Drum and music equipment positioned safely away from movement areas
- •No trailing wires or loose equipment
Risk Management
Key Risks
- •Partner balance failures and falls
- •Collisions between groups during movement phases
- •Overconfidence leading to dangerous balance attempts
Risk Mitigation
- •Progressive skill building from simple to complex balances
- •Clear boundaries and spacing between groups established
- •Constant teacher supervision and intervention when needed
- •Emphasis on controlled movement rather than impressive tricks
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all partnerships and groups simultaneously
- •Move around space to check balance technique closely
- •Monitor for fatigue affecting safety and control
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other students are safe and supervised