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Lesson 5 - Exploring Opposites and Creating Simple 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 use our bodies to show opposite movements and tell the story of going to bed?

Learning Objectives

To explore different movements using qualities of movement
To understand and demonstrate the concept of opposites through movement
To create and perform simple movement sequences

Key Outcomes

Students will move their bodies with control using big and small actions
Students will demonstrate understanding of opposites through contrasting movements
Students will create and perform a simple bedtime routine sequence

Equipment & Resources Required

Music Player

Position where all students can hear clearly

Alternative: Tablet or phone with speaker

Background Music

Various tracks

Have different tempo tracks ready for contrasting movements

Alternative: Classical music or nature sounds

Sun Markers

15 (1 per student)

Scattered around room for personal space

Alternative: Spots or designated floor spaces

Key Vocabulary

Opposite

Two things that are completely different from each other

Heavy

Moving as if your body weighs a lot and moves slowly

Light

Moving as if your body is very light and floats

Sequence

A series of movements performed one after another

Champion

Someone who performs movements with excellent skill and control

Skill Progression Pathway

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

Prior Learning

Basic body awareness and movement control
Following simple instructions and copying movements
Understanding of fast and slow movement

Current Skills

Exploring movement qualities and opposites
Creating simple movement sequences
Performing with expression and control

Next Steps

Developing more complex movement sequences
Working collaboratively to create group dances
Using props and music to enhance movement

Milestone Indicators

Clear contrast between opposite movements

Smooth transitions between movements

Confident performance to others

Key Teaching Points

Emphasise clear contrast between opposite movements
Encourage personal interpretation of bedtime routine
Focus on control and expression in all movements
Build confidence through supportive partner work
Celebrate creativity and individual ideas
Connect movement qualities to real-life experiences
Promote champion attitudes through positive reinforcement

Common Misconceptions

Thinking opposites must be exactly the same movement backwards
Believing fast movements don't need control
Assuming everyone's bedtime routine must look the same
Thinking performance means being perfect rather than being brave
Believing movement quality doesn't matter in dance

SEN Adaptations

ADHD

Clear boundaries, frequent movement changes, positive reinforcement for focus

dyspraxia

Simplified movements, extra practice time, clear step-by-step instructions

autism spectrum

Clear structure and routine, visual sequence cards, quiet reflection time

visual impairment

Verbal descriptions of movements, tactile guidance for positions, audio cues for sequences

hearing impairment

Visual demonstrations, sign language if known, vibration cues for music

physical disability

Seated versions of movements, adapted ranges of motion, focus on achievable opposites

Cross-Curricular Links

English

Vocabulary development with opposite words, storytelling through movement

Science

Body awareness and control, cause and effect in movement

Mathematics

Understanding opposites as mathematical concept, sequencing and patterns

PSHE

Confidence building, performing to others, self-expression and creativity

Teacher Guidance

Positioning

Move around perimeter to observe all students, centre for demonstrations

Observation Focus

Watch for understanding of opposites, movement quality, and performance confidence

Intervention Points

["Support students struggling with opposite concepts", "Encourage reluctant performers", "Guide discussions about movement qualities"]

Demonstration Notes

Use exaggerated movements to show clear contrasts, encourage student demonstrations

Verbal Cues

•'Show me the opposite!'
•'Make it champion quality!'
•'Big, clear movements!'
•'What would be different?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 6m x 8m clear space, suitable for floor work

Surface Check

Dry, clean floor suitable for lying down and movement

Equipment Safety

Safety Checks

•Music at appropriate volume for instruction hearing
•Space markers secure and not slippery
•Clear boundaries established

Risk Management

Key Risks

•Collisions during fast movement exploration
•Falls during jumping or high movements
•Unsafe floor work during sleep sequences

Risk Mitigation

•Clear personal space boundaries established
•Emphasis on controlled fast movement
•Supervision during floor-based activities
•Progressive building of movement complexity

Supervision & Emergency Procedures

Supervision Points

•Position for visibility during scattered space work
•Close monitoring during opposite movement exploration
•Careful observation during partner performances

Emergency Procedures

Standard first aid procedures, with particular attention to head/neck safety during floor work