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Lesson 1 - Moving in Sequence

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 move like champion dancers when we start our day?

Learning Objectives

To explore different movements using different parts of the body
To create and remember a sequence of three morning actions
To perform movements with control and respond to rhythm

Key Outcomes

Students will be able to move their bodies with big, clear actions
Students will create a sequence of three morning movements
Students will perform with confidence while watching and encouraging others

Equipment & Resources Required

Music Player

Position for clear sound across the hall

Alternative: Tablet, phone, or laptop with speakers

Gentle Morning Music Playlist

Queue up 4-5 different tracks with varying tempos

Alternative: Classical music, nature sounds, or instrumental pieces

Markers Cones

8-12

Mark boundaries of movement space

Alternative: Spots, bean bags, or masking tape

Cards

1 set

Large, clear images visible from anywhere in space

Alternative: Pictures of morning activities drawn on whiteboard

Key Vocabulary

Sequence

A series of movements performed one after another in order

Champion dancers

Dancers who move with control, listen to music, and perform with confidence

Rhythm

The beat or pattern in music that helps us move in time

Exaggerated

Making movements bigger and clearer so everyone can see them

Control

Moving your body exactly how you want it to move

Skill Progression Pathway

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

Prior Learning

Basic body awareness and movement
Following simple instructions
Moving around safely in space

Current Skills

Sequencing three movements together
Moving with control and rhythm
Performing with big, clear actions

Next Steps

Adding more complex sequences
Coordinating movements with music
Creating original dance movements

Milestone Indicators

Students can remember and repeat a three-action sequence

Movements show clear beginning, middle and end

Students encourage others during performances

Key Teaching Points

Always emphasise BIG, clear movements that can be seen from a distance
Use the concept of 'champion dancers' to motivate quality and control
Connect movements to real morning experiences students can relate to
Build sequences gradually - individual actions first, then combinations
Maintain balance between energetic expression and controlled movement
Create supportive performance environment where all students feel confident
Use sound effects and music to enhance memory and enjoyment

Common Misconceptions

That dancing is only about fast movements - teach both slow and quick qualities
That sequences must be perfect - emphasise effort and improvement over perfection
That only some students are good dancers - celebrate all attempts and unique interpretations
That boys don't dance - use action-based language and inclusive examples
That movements must be exactly the same - encourage personal interpretation within structure

SEN Adaptations

ADHD

Include regular movement breaks built into structure, provide clear boundaries and expectations, use positive reinforcement frequently

dyspraxia

Break down movements into smaller steps, allow extra practice time, offer physical guidance if helpful

autism spectrum

Provide visual schedule of lesson structure, offer quiet space if needed, use consistent routine and clear expectations

visual impairment

Use verbal cues for all movements, pair with sighted buddy, describe spatial layout clearly

hearing impairment

Use visual demonstrations prominently, employ hand signals for start/stop, ensure clear visual line to teacher

physical disability

Adapt movements to seated position if needed, focus on upper body actions, allow alternative interpretations of movements

Cross-Curricular Links

English

Vocabulary development (action words, sequence words), following instructions, speaking and listening

Science

Body parts identification, understanding how bodies move, exploring fast and slow movement

PSHE

Self-awareness through body movement, confidence building, cooperation and turn-taking

Teacher Guidance

Positioning

Stand at edge of movement space for full visibility, move to centre only for demonstrations

Observation Focus

Watch for personal space awareness, movement quality, and engagement levels

Intervention Points

Step in if students lose spatial awareness, provide individual support for movement confidence

Demonstration Notes

Always demonstrate with exaggerated clarity, face students when possible, use whole body to show movements

Verbal Cues

•'Make it HUGE so everyone can see!'
•'Champion dancers move with control!'
•'Find your own special space!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 6m clear space, suitable for 30 Reception students to move safely

Surface Check

Non-slip surface essential, check for any wet patches or obstacles before lesson

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•All boundary markers secure and visible
•No trailing wires or unstable equipment

Risk Management

Key Risks

•Collisions during energetic movement phases
•Trips or falls during lying down/getting up activities
•Overexcitement leading to loss of control

Risk Mitigation

•Clear boundaries established and reinforced throughout lesson
•Adequate spacing maintained - approximately 2m between students
•Controlled transitions between high and low energy activities
•Teacher positioned for maximum visibility of all students

Supervision & Emergency Procedures

Supervision Points

•Position at edge of space during free movement for full visibility
•Move around space during practice time to monitor individual students
•Maintain clear sightlines during performance sections

Emergency Procedures

Stop signal established (hand up, music off), clear pathway to exit maintained, first aid kit accessible