Lesson 1 - Moving Like Toys
Bringing Toys to Life Through Creative Movement
•Nursery
•Dance
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How can we use our bodies to move and dance like different toys?
Learning Objectives
- To move safely in space taking care of ourselves and others
- To use creative movement to represent different toys
- To develop simple dance sequences with good timing and control
Key Outcomes
- Students will create simple toy-themed movements and actions
- Students will contribute to a toy-themed mind map with movement ideas
- Students will perform the first 12 counts of a 'Toys Motif' dance sequence
Equipment & Resources Required
Test volume and clarity before lesson
Alternative: Portable speaker with phone/tablet
Position where all children can see clearly
Alternative: Large paper sheet on wall
Have ready for mind mapping activity
Alternative: Coloured pencils or crayons
Distribute only if enhancing movement, not essential
Alternative: Tissue paper or fabric strips
Cue up: Toy box Song, You've Got a Friend in Me, Once Around the Toybox
Alternative: Any upbeat child-friendly music
Key Vocabulary
The pattern of beats in music that we move to
How high or low our body is - standing tall, middle, or low to the ground
Staying steady and not falling over when we move
A set of movements that go in order, one after another
Using our face and body to show feelings and character
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic spatial awareness and safe movement
- Simple copying of movements
- Understanding of start and stop signals
Current Skills
- Creative interpretation of toys through movement
- Following rhythmic patterns
- Coordinating movements to represent different toys
Next Steps
- Extended dance sequences
- Partner and group choreography
- More complex timing and rhythm patterns
Milestone Indicators
Key Teaching Points
- Always model movements enthusiastically while giving instructions
- Use clear, simple language appropriate for nursery age children
- Emphasise safety through 'heads up, eyes forward' reminders
- Connect all movements to the toy theme for engagement
- Provide positive, specific feedback using dance vocabulary
- Ensure all children have opportunities to perform and be audience
- Build sequences gradually from simple individual movements
Common Misconceptions
- Children may think robots and rag dolls move the same way - emphasise the contrast between stiff and floppy
- Some children may think faster is always better - emphasise control and timing over speed
- Children may focus only on arms - remind them their whole body can show the toy character
- Some may think they need to be perfect immediately - encourage experimentation and improvement
- Children may not understand levels - demonstrate high, middle, low clearly with whole body
SEN Adaptations
ADHD
- Short activity bursts, clear boundaries and rules, regular movement breaks built into structure
dyspraxia
- Simplified movement patterns, extra practice time, visual and verbal cues combined, peer support
autism spectrum
- Clear routine structure, visual schedule of activities, quiet retreat space available if needed
visual impairment
- Use verbal descriptions of movements, tactile guidance for positioning, partner support for spatial awareness
hearing impairment
- Visual demonstration emphasis, hand signals for music stops, vibrating speaker for rhythm
physical disability
- Seated or supported versions of movements, upper body focus for wheelchair users, adaptive props
Cross-Curricular Links
English
Vocabulary development, following instructions, describing movements and feelings
Maths
Counting beats and sequences, understanding patterns, spatial concepts of high/middle/low levels
Science
Understanding how toys work, forces and movement, body parts and how they move
Art
Creative expression through movement, interpreting ideas physically, understanding character and expression
PSHE
Self-confidence, working with others, listening skills, celebrating diversity of ideas
Teacher Guidance
Positioning
Move around space to maintain visual contact with all children, model movements enthusiastically
Observation Focus
Watch for spatial awareness, movement quality, following instructions, and social interaction
Intervention Points
Step in if children struggling with movements, safety concerns arise, or behaviour needs redirection
Demonstration Notes
Always demonstrate movements clearly and enthusiastically, exaggerate movements for visibility, count aloud for timing
Verbal Cues
- •'Heads up, eyes forward!'
- •'Show me your robot arms!'
- •'Gentle and floppy like a rag doll!'
- •'Big bouncy jumps with soft landings!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 6m x 8m clear space, suitable for 15-20 nursery children
Surface Check
Clean, dry, non-slip surface free from toys and obstacles
Equipment Safety
Safety Checks
- •Scarves/ribbons checked for tears or damage
- •Music volume appropriate for young children
- •No small parts that could be choking hazards
Risk Management
Key Risks
- •Collisions during movement
- •Falls during jumping or rapid movement changes
- •Overstimulation leading to unsafe behaviour
Risk Mitigation
- •Clear boundaries and adequate spacing maintained
- •Progressive skill building from simple to complex
- •Regular reminders about heads up, eyes forward
- •Adult supervision and modelling throughout
Supervision & Emergency Procedures
Supervision Points
- •Position to see all children during movement
- •Move among children during free movement time
- •Monitor energy levels and provide rest breaks
Emergency Procedures
Stop activity immediately, assess injury, provide comfort and appropriate first aid