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Lesson 1 - Moving Through the Seasons

Seasonal Storytelling Through Creative Movement

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Nursery

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Dance

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45 min

Big Question

How can we use our bodies to show the magic of different seasons?

Learning Objectives

To move safely in space taking care of ourselves and others
To use a mind map to create simple season-related movements
To experiment with different ways of moving to represent seasons

Key Outcomes

Students will create simple movements representing different seasons
Students will demonstrate safe movement in shared space
Students will contribute ideas to a seasons mind map and translate them into actions

Equipment & Resources Required

Music Player

Test volume and ensure all children can hear clearly

Alternative: Tablet or phone with speakers

Whiteboards

Position where all children can see from sitting area

Alternative: Large paper sheets, interactive whiteboard

Coloured Scarves

30 (optional)

Have available but not essential for lesson success

Alternative: Pom-poms, lightweight fabric strips, paper streamers

Dish Cones

3-4 different colours

Bright colours work best for young children

Alternative: Chalk for blackboard, digital pens for interactive board

Mats

7 (optional)

Creates clear listening area boundary

Alternative: Carpet squares, designated sitting spots

Key Vocabulary

Seasons

The four different times of year: Spring, Summer, Autumn, Winter

Levels

How high or low our bodies are when we move - high, middle, low

Dynamics

How we perform movements - fast/slow, strong/gentle, smooth/sharp

Mind map

A diagram with pictures and words about one topic

Growing

Getting bigger, like plants do in spring

Skill Progression Pathway

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

Prior Learning

Basic body awareness and spatial understanding
Simple movement patterns like walking and stopping
Recognition of different seasons

Current Skills

Creating themed movements and shapes
Moving to music with control
Working collaboratively to develop ideas

Next Steps

Combining movements into longer sequences
Adding dynamics and expression to movements
Working with partners to create shared dances

Milestone Indicators

Moves confidently without collisions

Creates recognisable season movements

Responds appropriately to music and instructions

Key Teaching Points

Always model movements clearly before expecting children to copy
Use the 'magic bubble' concept consistently to maintain safe personal space
Connect all movements back to real seasonal experiences children understand
Celebrate creative interpretation rather than expecting identical movements
Build confidence through positive reinforcement and achievable challenges
Use music as a tool for engagement but ensure it doesn't overwhelm
Incorporate regular reflection opportunities to deepen learning

Common Misconceptions

Thinking all children must move identically - encourage personal interpretation within safe parameters
Believing faster movement means better performance - emphasise control and expression over speed
Assuming all children have the same prior knowledge of seasons - check understanding and build from their experiences
Expecting immediate perfect timing with music - focus on enjoyment and gradual development
Thinking performance must be perfect - celebrate effort, creativity, and personal progress

SEN Adaptations

ADHD

Build in regular movement breaks, use clear visual and audio signals, provide fidget tools if helpful, celebrate effort and progress

dyspraxia

Break movements into smaller steps, provide extra practice time, use peer modelling, focus on individual progress rather than comparison

autism spectrum

Provide visual schedule of lesson activities, offer quiet retreat space, use consistent routine structure, give processing time for transitions

visual impairment

Use clear verbal descriptions of movements, provide tactile guidance, ensure adequate lighting, use high contrast visual aids

hearing impairment

Use visual demonstrations prominently, employ hand signals and gestures, ensure child can see teacher's face, provide vibration for music feel

physical disability

Adapt movements for wheelchair users, offer seated alternatives, modify range of motion requirements, use adaptive equipment as needed

Cross-Curricular Links

Maths

Counting in sequences, understanding of number patterns, spatial awareness and positional language

Science

Understanding seasons, weather patterns, natural cycles, observation and description of changes

Art

Creative expression, visual representation of concepts, colour and imagery associated with seasons

PSHE

Cooperation, taking turns, building confidence, expressing feelings and opinions respectfully

Teacher Guidance

Positioning

Move around the space to observe all children, position centrally for demonstrations, sit at child level for discussions

Observation Focus

Watch for safe movement, creative expression, social interaction, and understanding of concepts

Intervention Points

Step in if safety concerns arise, provide additional support for struggling children, extend learning for advanced students

Demonstration Notes

Always demonstrate movements clearly before expecting children to copy, use exaggerated movements for visibility, show enthusiasm and joy in movement

Verbal Cues

•'Find your magic bubble!'
•'Show me your season movement!'
•'Watch carefully and then you try!'
•'Gentle movements like falling leaves!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 6m x 8m clear area for movement, additional seating area for discussions

Surface Check

Clean, dry, non-slip surface free from obstacles, appropriate for bare feet or soft shoes

Equipment Safety

Safety Checks

•Music volume at appropriate level for young children
•Scarves/ribbons checked for appropriate length (not trip hazards)
•Markers capped when not in use

Risk Management

Key Risks

•Collisions during free movement
•Dizziness from spinning movements
•Overstimulation from music and activity

Risk Mitigation

•Clear 'magic bubble' concept for personal space
•Gentle spinning instruction with balance cues
•Regular calm-down moments throughout lesson
•Clear start/stop signals established

Supervision & Emergency Procedures

Supervision Points

•Position to see all children during movement activities
•Monitor for signs of fatigue or distress
•Watch for appropriate social interaction

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate comfort/first aid, contact additional support if needed