🎵

Lesson 2 - Seasons Movement Motif Development

Seasonal Storytelling Through Creative Movement

•

Nursery

•

Dance

•

30 min

Big Question

How can we use our bodies to tell the story of the changing seasons?

Learning Objectives

To listen carefully to seasonal poetry and create expressive movements
To develop the second part of our 'Seasons' movement motif through creative choreography
To move safely in space, keeping heads up and controlling speed around others

Key Outcomes

Students will use movement to express different seasonal feelings and imagery
Students will demonstrate good listening skills when responding to poetry
Students will perform a complete 'Seasons' motif with confidence and expression

Equipment & Resources Required

Cards

4 large cards

Place one card in each corner of the room at child eye level

Alternative: Hand-drawn pictures or tablet images of sun, rain, snow, wind

Music Player

Test volume and have playlist ready with Sticky Kids tracks

Alternative: Phone with speaker or portable bluetooth speaker

Poems

1 laminated copy

Large text for easy reading, practice reading aloud beforehand

Alternative: Display on whiteboard or tablet

Markers

15-20

Mark safe spaces around room perimeter for seated children

Alternative: Masking tape squares or hula hoops

Key Vocabulary

Motif

A short sequence of movements that tells a story or expresses an idea

Choreography

Making up or creating dance movements and putting them in order

Expression

Using your face and body to show feelings or ideas clearly

Unison

When everyone moves at exactly the same time together

Levels

How high or low our body is - high level (standing tall), low level (crouching down)

Skill Progression Pathway

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

Prior Learning

Basic body awareness and control
Simple listening and following instructions
Understanding of different weather types

Current Skills

Expressing feelings through movement
Creating movements inspired by words and imagery
Memorising short movement sequences

Next Steps

Performing longer dance sequences
Working in pairs for partner choreography
Adding facial expressions to enhance performance

Milestone Indicators

Uses whole body expressively, not just arms

Shows clear contrast between different seasonal movements

Remembers sequence order without prompting

Key Teaching Points

Always connect movements back to the seasonal imagery in the poetry
Emphasise that creative expression has no 'wrong' answers when movements are safe
Use clear counting and rhythm throughout to develop timing skills
Build confidence through positive feedback and peer appreciation
Maintain link between previous and current learning for progression
Focus on whole-body expression rather than just arm movements
Create supportive performance environment where all children feel valued

Common Misconceptions

Misconception: 'Only big movements show creativity' - Correct: Small, controlled movements can be just as expressive
Misconception: 'Everyone must move exactly the same way' - Correct: Individual interpretation within timing structure is encouraged
Misconception: 'Mistakes in the sequence mean failure' - Correct: Keeping going and learning from experience is most important
Misconception: 'Only confident children should demonstrate' - Correct: All children's ideas have value and should be celebrated
Misconception: 'Dance is only about the movements' - Correct: Expression, creativity and enjoyment are equally important

SEN Adaptations

ADHD

Frequent movement breaks, clear boundaries, regular positive reinforcement, simple chunk instructions

dyspraxia

Simplified movements, extra practice time, visual and physical prompts, celebration of effort over precision

autism spectrum

Clear routine structure, visual schedule of lesson sections, quiet space available if needed

visual impairment

Use contrasting coloured picture cards, provide verbal descriptions of movements, buddy system for spatial awareness

hearing impairment

Visual demonstrations of all movements, hand signals for rhythm, written/pictorial poem displays

physical disability

Seated or adapted versions of movements, focus on upper body expression, modified motif sections

Cross-Curricular Links

English

Vocabulary development through seasonal poetry, listening skills, expressing ideas through movement

Science

Understanding weather patterns, seasonal changes, how bodies warm up and cool down

Art

Creative expression, interpreting imagery through movement, developing artistic appreciation

Geography

Awareness of seasonal changes in different environments, weather patterns

PSHE

Confidence building, cooperation, giving and receiving feedback, celebrating diversity of ideas

Teacher Guidance

Positioning

Central location during instruction, periphery during free movement, front during demonstrations

Observation Focus

Watch for creative engagement, safety awareness, and developing confidence in movement

Intervention Points

Step in if safety concerns arise, or if children need encouragement to participate

Demonstration Notes

Always demonstrate at child's level, use exaggerated movements for clarity, maintain enthusiasm throughout

Verbal Cues

•'Find your special space where you can't touch anyone else'
•'Let your whole body tell the story of that season'
•'Dancers always control their movements - show me your best control'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 6m x 8m clear area, suitable for 30 children moving in personal spaces

Surface Check

Non-slip surface, free from obstacles, adequate cushioning for floor-based activities

Equipment Safety

Safety Checks

•Picture cards securely attached to walls at appropriate height
•Music equipment positioned safely away from movement area
•No trailing wires or equipment in pathways

Risk Management

Key Risks

•Collisions during free movement and corner activities
•Over-excitement leading to uncontrolled movements
•Slips during enthusiastic seasonal movements

Risk Mitigation

•Clear personal space boundaries established and maintained
•Controlled movement speeds emphasised throughout
•Regular reminders about spatial awareness
•Teacher positioned for maximum visibility and quick intervention

Supervision & Emergency Procedures

Supervision Points

•Position to see all children during corner activities
•Monitor energy levels and intervene before over-excitement
•Watch for children who may need movement support or modification

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or comfort, alert other staff if needed