Lesson 4 - Creating Personal Movement Sequences
Daily Life Through Creative Movement and Storytelling
•Reception
•Dance
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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
Test audio levels before lesson begins
Alternative: Tablet or phone with speaker
Ensure clear boundaries and safe movement area
Alternative: Hall, classroom with furniture moved aside
Key Vocabulary
Big, clear, controlled movements that show skill and confidence
A series of movements performed one after another in order
To make up your own movements or ideas
When movements fit with the words or music
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
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