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Lesson 2 - Creating Nursery Rhyme Movement Sequences

Storytelling Through Movement and Creative Dance

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Nursery

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Dance

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45 min

Big Question

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

Cards

4 different images

Place one card in each corner of the room at child height

Alternative: Simple drawings of animals, shapes, or actions

Music Player

Position where all children can hear clearly

Alternative: Tablet with speaker, portable music player

Music Tracks

3-4 tracks

Have tracks ready and tested before lesson

Alternative: Any child-friendly nursery rhyme music

Books

2-3 rhymes

Choose rhymes with clear action words

Alternative: Printed lyrics, familiar rhymes from memory

Key Vocabulary

Motif

A short movement sequence that we can repeat and remember

Choreograph

To make up or create dance movements

Sequence

Movements that follow each other in order

Expression

Using your face and body to show feelings or stories

Unison

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

Child creates movements that clearly relate to words

Child remembers and repeats movement sequences

Child performs with increasing confidence

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