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Lesson 1 - Moving Like Toys

Bringing Toys to Life Through Creative Movement

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Nursery

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Dance

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30 min

Big Question

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

Tunnel Systems

1 set

Test volume and clarity before lesson

Alternative: Portable speaker with phone/tablet

Whiteboards

Position where all children can see clearly

Alternative: Large paper sheet on wall

Sun Markers

3-4

Have ready for mind mapping activity

Alternative: Coloured pencils or crayons

Scarves

1 per child

Distribute only if enhancing movement, not essential

Alternative: Tissue paper or fabric strips

Music Tracks

3 tracks minimum

Cue up: Toy box Song, You've Got a Friend in Me, Once Around the Toybox

Alternative: Any upbeat child-friendly music

Key Vocabulary

Rhythm

The pattern of beats in music that we move to

Levels

How high or low our body is - standing tall, middle, or low to the ground

Balance

Staying steady and not falling over when we move

Sequence

A set of movements that go in order, one after another

Expression

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

Shows creativity in movement choices

Maintains good spatial awareness

Demonstrates improved coordination and timing

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