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Lesson 1 - Moving Like Toys

Creative Expression Through Toy-Inspired Movement

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Reception

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Dance

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45 min

Big Question

How can we use our bodies to move and dance like different toys?

Learning Objectives

To move safely in space taking care of ourselves and others
To use a mind map to help us move like different toys
To develop the first 12 counts of our 'Toys Motif'

Key Outcomes

Students will experiment with different ways of moving like toys
Students will create simple theme-related shapes, movements and actions
Students will contribute key words to a toy-themed mind map

Equipment & Resources Required

Music Player

Positioned for clear sound throughout space

Alternative: Tablet with speaker, radio

Whiteboards

Positioned where all children can see clearly

Alternative: Large paper sheets, interactive whiteboard

Markers

3-4

Different colours for mind map creation

Alternative: Chalk for blackboard, digital pens

Scarves

15-20

Clean and safe for children to handle

Alternative: Pom poms, streamers, fabric strips

Music Tracks

3 tracks

Toy box Song, You've Got a Friend in Me, Once Around the Toybox

Alternative: Streaming playlist, CD collection

Key Vocabulary

Dynamics

How we perform movements - fast/slow, strong/gentle, smooth/jerky

Timing

Moving in time with the music or counting

Levels

High, middle, and low positions our body can make

Actions

The movements our body makes - jumping, rolling, stretching

Mind map

A diagram that helps us collect and organise our ideas

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic body awareness and spatial understanding
Simple listening and following instructions
Understanding of different toys

Current Skills

Creating themed movements and actions
Moving with timing and control
Working safely in shared space

Next Steps

Developing longer movement sequences
Adding more complex dynamics to movements
Creating partnered toy movements

Milestone Indicators

Can sustain character movement for 8 counts

Shows clear differentiation between toy types

Demonstrates improved timing and control

Key Teaching Points

Always demonstrate movements while giving verbal instructions to support all learning styles
Emphasise safety in all movements, particularly jumping and bending activities
Use specific dance vocabulary consistently to build children's understanding
Encourage creative interpretation while maintaining clear movement structure
Balance individual expression with group cooperation and sequence learning
Provide positive, specific feedback focusing on effort and improvement
Link all movements back to toy characteristics to maintain thematic connection

Common Misconceptions

That all toy movements must be exactly the same - encourage individual interpretation within safe parameters
That dance is only for certain children - emphasise everyone can move and express creatively
That movements must be big to be good - teach that control and clear character are more important
That feedback must focus on mistakes - model positive, constructive feedback language
That performance means competition - emphasise sharing and celebrating everyone's creativity

SEN Adaptations

ADHD

Use frequent movement breaks naturally built into lesson, provide clear boundaries and expectations, offer fidget toys during sitting portions, channel high energy into movement activities

dyspraxia

Break down movements into smaller steps, provide additional practice time, offer hand-over-hand support, focus on effort over perfection, use wall support if needed for balance

autism spectrum

Provide visual schedule of lesson structure, allow for sensory breaks if needed, maintain consistent routines, offer choice in prop use, prepare for performance expectations

visual impairment

Use clear verbal descriptions of movements, provide tactile guidance for positioning, ensure good contrast for visual aids, allow extra time to process instructions

hearing impairment

Use visual demonstrations extensively, employ hand signals for common instructions, position child to see teacher clearly, provide written sequence cards if needed

physical disability

Adapt movements for seated/supported positions, focus on upper body or achievable movements, provide alternative ways to show toy characteristics, ensure full participation in discussions

Cross-Curricular Links

English

Vocabulary development through dance terminology, speaking and listening in partner discussions, following multi-step instructions

Art

Creative expression through movement, interpreting ideas through physical form, understanding dynamics and expression

Mathematics

Counting beats and sequences, understanding patterns in movement, spatial concepts (high/middle/low), timing and rhythm

PSHE

Building confidence through performance, cooperation and teamwork, giving and receiving feedback respectfully, celebrating individual creativity

Teacher Guidance

Positioning

Move around the space to observe all children, position centrally for demonstrations, near music controls for quick access

Observation Focus

Watch for safe movement execution, timing and coordination development, creative interpretation, cooperation and listening skills

Intervention Points

Step in if movements become unsafe, provide additional support for children struggling with sequences, manage energy levels if too high

Demonstration Notes

Always demonstrate movements clearly while giving instructions, exaggerate movements for visibility, model safe technique, show enthusiasm to encourage participation

Verbal Cues

•'Find your own space!'
•'Soft landings!'
•'Show me your robot arms!'
•'Gentle and floppy like a rag doll!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 8m x 10m, suitable for 30 children moving simultaneously

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check music equipment is stable and cables secured
•Ensure props are clean and have no sharp edges
•Verify whiteboard/markers are safely positioned

Risk Management

Key Risks

•Collisions during free movement
•Falls during jumping movements
•Unsafe forward bending
•Over-excitement leading to loss of control

Risk Mitigation

•Clear boundaries and movement rules established
•Constant supervision during active movement
•Progressive teaching of safe jumping and landing
•Regular reminders about personal space
•Demonstration of safe bending techniques

Supervision & Emergency Procedures

Supervision Points

•Position to see all children during activities
•Move around room during free movement sections
•Pay special attention during jumping sequences
•Monitor energy levels throughout lesson

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact school office if needed