Lesson 1 - Moving Like Toys
Creative Expression Through Toy-Inspired Movement
•Reception
•Dance
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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
Positioned for clear sound throughout space
Alternative: Tablet with speaker, radio
Positioned where all children can see clearly
Alternative: Large paper sheets, interactive whiteboard
Different colours for mind map creation
Alternative: Chalk for blackboard, digital pens
Clean and safe for children to handle
Alternative: Pom poms, streamers, fabric strips
Toy box Song, You've Got a Friend in Me, Once Around the Toybox
Alternative: Streaming playlist, CD collection
Key Vocabulary
How we perform movements - fast/slow, strong/gentle, smooth/jerky
Moving in time with the music or counting
High, middle, and low positions our body can make
The movements our body makes - jumping, rolling, stretching
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
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