Lesson 2 - Creating Nursery Rhyme Movement Sequences
Storytelling Through Movement and Creative Dance
•Nursery
•Dance
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How can we use nursery rhymes to tell stories with our bodies?
Learning Objectives
- To listen carefully to nursery rhymes and create movements to match the words
- To build on last week's motif by adding new movements safely
- To develop confidence in performing and creating dance movements
Key Outcomes
- Children will create and perform the second part of their nursery rhyme motif
- Children will demonstrate safe movement in space while being creative
- Children will show improved listening skills and movement expression
Equipment & Resources Required
Place one card in each corner of the room at child height
Alternative: Simple drawings of animals, shapes, or actions
Position where all children can hear clearly
Alternative: Tablet with speaker, portable music player
Have tracks ready and tested before lesson
Alternative: Any child-friendly nursery rhyme music
Choose rhymes with clear action words
Alternative: Printed lyrics, familiar rhymes from memory
Key Vocabulary
A short movement sequence that we can repeat and remember
To make up or create dance movements
Movements that follow each other in order
Using your face and body to show feelings or stories
Everyone doing the same movement at the same time
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and control
- Simple following of movement instructions
- Familiarity with common nursery rhymes
Current Skills
- Creating movements to match words and meanings
- Building sequence memory and performance confidence
- Understanding rhythm and timing in movement
Next Steps
- Combining multiple movement sequences
- Adding expression and dynamics to performance
- Creating original dance stories
Milestone Indicators
Key Teaching Points
- Always emphasise creativity over perfection - there are no wrong movement ideas
- Use clear counting structure to help children understand timing and sequence
- Model positive feedback and encouragement to build performance confidence
- Connect movements clearly to nursery rhyme words to develop literacy links
- Maintain safe personal space throughout all movement activities
- Build on children's own ideas whenever possible to encourage ownership
- Use repetition and practice to develop sequence memory and confidence
Common Misconceptions
- That movements must be 'correct' - emphasise personal interpretation and creativity
- That fast movements are better - focus on control and clear expression
- That shy children can't participate - provide alternatives and gentle encouragement
- That nursery rhymes are babyish - explain how they help us create amazing dances
- That making mistakes is bad - celebrate attempts and learning process
SEN Adaptations
ADHD
- Break activities into shorter segments, provide movement breaks, use clear boundaries and expectations
dyspraxia
- Simplify movement patterns, allow extra practice time, provide physical support for coordination
autism spectrum
- Provide clear structure and routine, allow movement breaks if needed, use visual schedules for lesson segments
visual impairment
- Use verbal descriptions of movements, provide physical guidance for positioning, ensure clear audio cues
hearing impairment
- Use visual demonstrations, hand signals for timing, provide written/pictorial rhyme cards
physical disability
- Adapt movements for seated position, use upper body or single arm movements, provide movement alternatives
Cross-Curricular Links
Maths
Counting beats and movements, understanding sequence and pattern
Music
Moving to rhythm, understanding beat and timing in music
PSHE
Building confidence, cooperation during group work, giving and receiving feedback
Teacher Guidance
Positioning
Central position where all children can see demonstrations clearly, mobile during practice to provide individual support
Observation Focus
Watch for creative movement responses, safe spacing, engagement levels, and growing confidence
Intervention Points
Step in if children become too excited, provide additional support for hesitant children, clarify movement instructions as needed
Demonstration Notes
Always demonstrate movements clearly and slowly, use exaggerated movements for visibility, count aloud to establish timing, model enthusiasm and creativity
Verbal Cues
- •'Show me your own special movement!'
- •'Big, clear movements so everyone can see!'
- •'Listen to the words and let them inspire you!'
- •'Safe spacing - make sure you can't touch anyone!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 6m x 8m clear space for movement, separate carpeted area for sitting
Surface Check
Dry, non-slip surface free from toys or obstacles
Equipment Safety
Safety Checks
- •Music volume at appropriate level for age group
- •Picture cards securely attached in corners
- •Music player positioned safely away from movement area
Risk Management
Key Risks
- •Collisions during free movement
- •Falls during dynamic movements
- •Overexcitement leading to unsafe movement
Risk Mitigation
- •Clear personal space guidelines established
- •Controlled movement progressions
- •Regular reminders about safe spacing
- •Calm-down strategies ready if needed
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during movement
- •Monitor energy levels throughout lesson
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately, assess situation, provide first aid if needed, calm other children