Lesson 2 - Seasons Movement Motif Development
Seasonal Storytelling Through Creative Movement
•Nursery
•Dance
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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
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
Test volume and have playlist ready with Sticky Kids tracks
Alternative: Phone with speaker or portable bluetooth speaker
Large text for easy reading, practice reading aloud beforehand
Alternative: Display on whiteboard or tablet
Mark safe spaces around room perimeter for seated children
Alternative: Masking tape squares or hula hoops
Key Vocabulary
A short sequence of movements that tells a story or expresses an idea
Making up or creating dance movements and putting them in order
Using your face and body to show feelings or ideas clearly
When everyone moves at exactly the same time together
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
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