Lesson 1 - Nursery Rhyme Movements and Actions
Storytelling Through Movement and Creative Dance
•Nursery
•Dance
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How can we use our bodies to tell the stories from our favourite nursery rhymes?
Learning Objectives
- To move safely in space taking care of ourselves and others with heads up, eyes forward, and controlled speed
- To use a mind map to help us move like different nursery rhymes we know, showing good timing and use of levels
- To develop the first 12 counts of our 'Nursery Rhymes' motif through creative movement
Key Outcomes
- Students will experiment with different ways of moving safely around the space
- Students will create simple theme-related shapes, movements and actions
- Students will contribute key words to an age-appropriate nursery rhyme mind map
- Students will translate ideas into simple theme-related movements and actions
Equipment & Resources Required
Position where all children can hear clearly
Alternative: Tablet with music app, wireless speaker
At child height for viewing the mind map
Alternative: Large paper on wall, digital whiteboard
Ready in container for quick distribution
Alternative: Pom poms, streamers, fabric pieces
Different colours for creating mind map
Alternative: Chalk, digital pen for smart board
Pre-loaded with suggested tracks: 'Old MacDonald', 'Hop up Jump In', 'Supercalifragilistic'
Alternative: Individual tracks on device
Key Vocabulary
Using your body to travel or create actions
How high or low your body is - high (standing tall), middle (normal), low (crouching)
Moving in time with the music or counting
The area around you where you can move safely
Special movements that tell a story or show something
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and spatial understanding
- Ability to follow simple instructions
- Familiarity with common nursery rhymes
- Basic walking and jumping skills
Current Skills
- Creating simple themed movements
- Moving with basic timing to music
- Using different levels in movement
- Working collaboratively in creative tasks
Next Steps
- Developing longer movement sequences
- Improving timing and coordination
- Adding facial expressions and character
- Creating partner and group choreography
Milestone Indicators
Key Teaching Points
- Always emphasise safety first - heads up, eyes forward, controlled movements
- Use clear counting and rhythm to support timing and coordination
- Encourage creativity while providing structure and support
- Model all actions enthusiastically and clearly for children to copy
- Connect actions meaningfully to nursery rhyme stories and characters
- Build confidence through positive feedback and celebration of effort
- Use correct vocabulary (timing, levels, dynamics) to develop understanding
Common Misconceptions
- Children may think all actions must look exactly the same - encourage individual interpretation within safety guidelines
- May believe louder/faster movement is better - emphasise control and appropriate energy levels
- Could think only confident performers should demonstrate - support all children to share their ideas
- Might assume nursery rhymes are only for babies - show how movement makes them exciting and grown-up
- May not understand that practice improves performance - celebrate improvement and effort over perfection
SEN Adaptations
ADHD
- Short activity bursts, movement breaks, clear boundaries, positive behaviour reinforcement, fidget tools if helpful
dyspraxia
- Simplified actions, extra practice time, break movements into smaller parts, visual cues and supports
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if needed, predictable transitions
visual impairment
- Use clear verbal descriptions of actions, partner system for guidance, tactile cues where appropriate
hearing impairment
- Provide visual demonstrations, use hand signals for stop/start, written instructions if needed
physical disability
- Seated versions of all actions, modified movements focusing on upper body, adapted equipment if needed
Cross-Curricular Links
English
Vocabulary development through nursery rhymes, listening skills, following instructions, creative expression through movement
Maths
Counting in rhythm (1-8 counts), understanding sequence and patterns in movements, spatial concepts (high/middle/low levels)
Science
Understanding how bodies move and work, exploring different ways of moving, balance and coordination
PSHE
Working cooperatively with others, building confidence through performance, celebrating differences in creative expression
Teacher Guidance
Positioning
Stand where all children can see clearly, move around during individual work to support and observe
Observation Focus
Watch for safe movement, engagement with tasks, accuracy of actions, timing with music
Intervention Points
Step in if children moving unsafely, provide individual support for struggling learners, manage group dynamics
Demonstration Notes
Always demonstrate facing children, exaggerate movements for visibility, count clearly and rhythmically, show enthusiasm
Verbal Cues
- •'Heads up, eyes forward!'
- •'Find your own space!'
- •'Gentle movements!'
- •'Watch and copy!'
- •'Count with me!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 6m x 6m clear space for movement, additional circle area for discussions
Surface Check
Dry, non-slip surface suitable for jumping and turning movements
Equipment Safety
Safety Checks
- •Music volume appropriate for hearing instructions
- •Scarves/ribbons checked for safe materials and no choking hazards
- •Whiteboard markers capped when not in use
Risk Management
Key Risks
- •Collisions during free movement
- •Falls during jumping or turning actions
- •Overexcitement leading to loss of control
- •Dizziness from spinning movements
Risk Mitigation
- •Clear boundaries established and maintained
- •Adequate spacing emphasised throughout
- •Controlled introduction of movements
- •Regular reminders about heads up, eyes forward
- •Progressive building of energy levels
Supervision & Emergency Procedures
Supervision Points
- •Position to see all children during movement
- •Move around space during individual work
- •Clear voice projection for instructions
- •Ready to stop music immediately if needed
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, contact office if needed