Lesson 1 - Moving Through the Seasons
Seasonal Storytelling Through Creative Movement
•Nursery
•Dance
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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
Test volume and ensure all children can hear clearly
Alternative: Tablet or phone with speakers
Position where all children can see from sitting area
Alternative: Large paper sheets, interactive whiteboard
Have available but not essential for lesson success
Alternative: Pom-poms, lightweight fabric strips, paper streamers
Bright colours work best for young children
Alternative: Chalk for blackboard, digital pens for interactive board
Creates clear listening area boundary
Alternative: Carpet squares, designated sitting spots
Key Vocabulary
The four different times of year: Spring, Summer, Autumn, Winter
How high or low our bodies are when we move - high, middle, low
How we perform movements - fast/slow, strong/gentle, smooth/sharp
A diagram with pictures and words about one topic
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
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