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Lesson 4 - Creating Personal Movement Sequences

Daily Life Through Creative Movement and Storytelling

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Reception

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Dance

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30 min

Big Question

How can we create movements that tell the story of our daily journey like champion dancers?

Learning Objectives

To create original movement ideas relating to specific words and actions
To develop confidence in performing personal movement sequences
To understand what makes movements 'champion-like' through size and control

Key Outcomes

Students will create their own movements to represent daily activities
Students will perform movement sequences with confidence to a partner
Students will identify characteristics of champion movements

Equipment & Resources Required

Music Player

Test audio levels before lesson begins

Alternative: Tablet or phone with speaker

Open Space

Large enough for 30 students

Ensure clear boundaries and safe movement area

Alternative: Hall, classroom with furniture moved aside

Key Vocabulary

Champion movements

Big, clear, controlled movements that show skill and confidence

Sequence

A series of movements performed one after another in order

Create

To make up your own movements or ideas

Match

When movements fit with the words or music

Performance

Showing your movements to others with confidence

Skill Progression Pathway

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

Prior Learning

Basic movement vocabulary from previous lessons
Understanding of daily routine actions
Experience following simple movement sequences

Current Skills

Creating original movement ideas
Linking movements to words and music
Performing with confidence to others

Next Steps

Combining movements into longer sequences
Working collaboratively to create group performances
Adding expression and emotion to movements

Milestone Indicators

Shows creativity in movement choices

Demonstrates control and coordination

Displays confidence when performing

Key Teaching Points

Champion movements are BIG, CLEAR, and show CONTROL
Encourage personal interpretation rather than copying
Create a safe, supportive environment for performance
Focus on effort and creativity over technical perfection
Use song structure to develop sequencing skills
Build confidence through positive feedback and celebration
Connect movements clearly to word meanings and concepts

Common Misconceptions

Thinking there's only one 'correct' way to show each movement - encourage variety
Believing movements need to be exactly in time with words - focus on expression over precision
Assuming shy students can't be 'champions' - emphasise different ways to show champion qualities
Thinking bigger always means better - teach control alongside size

SEN Adaptations

ADHD

Frequent movement opportunities, clear boundaries and expectations, regular positive feedback and celebration

dyspraxia

Simplified movement patterns, extra practice time, focus on effort rather than precision, breaking complex movements into smaller parts

autism spectrum

Clear structure with visual schedule, predictable routine with preparation for performance element, quiet space available if needed

visual impairment

Clear verbal descriptions of all movements, tactile guidance for movement positioning, buddy system for spatial awareness

hearing impairment

Visual demonstrations of all movements, written song lyrics displayed, use of vibration or visual cues for rhythm

physical disability

Adapted movements using available body parts, seated versions of all activities, focus on personal achievement rather than specific movements

Cross-Curricular Links

English

Vocabulary development through song lyrics, speaking and listening skills during discussions

Science

Understanding weather concepts, body awareness and control

Music

Understanding rhythm and lyrics, matching movement to musical structure

PSHE

Self-confidence building through performance, respect for others' ideas and achievements

Teacher Guidance

Positioning

Move around the space to observe all students, return to central position for demonstrations

Observation Focus

Look for creativity, confidence, and understanding of movement concepts

Intervention Points

Support shy students during performance, guide discussions toward champion qualities

Demonstration Notes

Always demonstrate movements with exaggerated clarity, show multiple options to encourage creativity

Verbal Cues

•'Make it bigger!'
•'Show me with your whole body!'
•'That's a champion movement!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space for 30 Reception students

Surface Check

Dry, non-slip surface suitable for barefoot or indoor shoe movement

Equipment Safety

Safety Checks

•Music player positioned safely away from movement area
•Volume at appropriate level to prevent hearing damage

Risk Management

Key Risks

•Collisions during free movement
•Over-excitement leading to unsafe movements
•Emotional overwhelm during performance

Risk Mitigation

•Clear personal space boundaries established
•Calm, controlled demonstrations throughout
•Regular reminders about safe, controlled movements
•Supportive partner pairing to reduce performance anxiety

Supervision & Emergency Procedures

Supervision Points

•Position to observe all students during movement
•Circulate during partner work to monitor interactions
•Watch for students who may need emotional support during performance

Emergency Procedures

Standard first aid procedures, comfort for emotional distress, calm management of any disruptions