Lesson 1 - Moving in Sequence
Daily Life Through Creative Movement and Storytelling
•Reception
•Dance
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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
Position for clear sound across the hall
Alternative: Tablet, phone, or laptop with speakers
Queue up 4-5 different tracks with varying tempos
Alternative: Classical music, nature sounds, or instrumental pieces
Mark boundaries of movement space
Alternative: Spots, bean bags, or masking tape
Large, clear images visible from anywhere in space
Alternative: Pictures of morning activities drawn on whiteboard
Key Vocabulary
A series of movements performed one after another in order
Dancers who move with control, listen to music, and perform with confidence
The beat or pattern in music that helps us move in time
Making movements bigger and clearer so everyone can see them
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
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