Lesson 5 - Exploring Opposites and Creating Simple Movement Sequences
Daily Life Through Creative Movement and Storytelling
•Reception
•Dance
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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
Position where all students can hear clearly
Alternative: Tablet or phone with speaker
Have different tempo tracks ready for contrasting movements
Alternative: Classical music or nature sounds
Scattered around room for personal space
Alternative: Spots or designated floor spaces
Key Vocabulary
Two things that are completely different from each other
Moving as if your body weighs a lot and moves slowly
Moving as if your body is very light and floats
A series of movements performed one after another
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
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