🎵

Lesson 1 - Nursery Rhyme Movements and Actions

Storytelling Through Movement and Creative Dance

•

Nursery

•

Dance

•

45 min

Big Question

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

CD Player

Position where all children can hear clearly

Alternative: Tablet with music app, wireless speaker

Whiteboards

At child height for viewing the mind map

Alternative: Large paper on wall, digital whiteboard

Scarves

15-20

Ready in container for quick distribution

Alternative: Pom poms, streamers, fabric pieces

Markers

3-4

Different colours for creating mind map

Alternative: Chalk, digital pen for smart board

Music Player

Pre-loaded with suggested tracks: 'Old MacDonald', 'Hop up Jump In', 'Supercalifragilistic'

Alternative: Individual tracks on device

Key Vocabulary

Movement

Using your body to travel or create actions

Levels

How high or low your body is - high (standing tall), middle (normal), low (crouching)

Timing

Moving in time with the music or counting

Space

The area around you where you can move safely

Actions

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

Moves confidently without collisions

Creates recognisable nursery rhyme actions

Shows clear high, middle and low levels

Maintains basic timing with music

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