Lesson 2 - Body Parts Movement
Movement & Music Fusion
•Reception
•Dance
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How can different parts of our body move in their own special ways?
Learning Objectives
- To explore different body parts and how they move
- To show an awareness of space, themselves and others
- To demonstrate control and coordination in movements
Key Outcomes
- Students will identify and move different body parts in response to instructions
- Students will navigate space safely while moving
- Students will demonstrate improved body awareness and control
Equipment & Resources Required
Scattered evenly around the teaching space for personal markers
Alternative: Bean bags, spots, or hoops
Positioned where teacher can easily control volume and start/stop
Alternative: Tablet, phone with speaker, or CD player
Pre-selected tracks ready to play
Alternative: Simple rhythm tracks or children's songs with clear beats
Key Vocabulary
Different parts of our body like head, arms, legs, hands
Moving quickly back and forth
Turning your body while keeping feet in place
Making a body part curved or angled
Turning around in a circle
The area around you that is empty
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of body parts names
- Ability to follow simple instructions
- Basic spatial awareness
Current Skills
- Exploring different ways body parts can move
- Following more complex movement instructions
- Developing rhythm and timing
Next Steps
- Creating simple dance sequences
- Moving in time with music consistently
- Working with partners in movement
Milestone Indicators
Key Teaching Points
- Always demonstrate movements clearly before asking children to try
- Encourage individual creativity while maintaining safety standards
- Use specific, positive feedback about movement quality and discovery
- Connect movement exploration to children's everyday experiences
- Maintain calm, controlled atmosphere while encouraging enthusiasm
Common Misconceptions
- Children thinking they must copy others exactly - emphasise individual exploration
- Believing some body parts 'can't move' - encourage gentle experimentation
- Thinking faster or bigger movements are always better - focus on control and precision
- Assuming they must be perfect immediately - celebrate all attempts and discoveries
SEN Adaptations
ADHD
- Short activity bursts, clear movement boundaries, immediate positive feedback, role as movement demonstrator
dyspraxia
- Extra demonstration time, simplified movement patterns, celebrate effort over perfection, additional practice opportunities
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if needed, consistent verbal cues
visual impairment
- Use tactile cones, clear verbal descriptions of all movements, buddy system for spatial navigation
hearing impairment
- Visual demonstrations, hand signals for instructions, vibrating music speaker for rhythm
physical disability
- Seated versions of all movements, upper body focus, adapted movements within individual capabilities
Cross-Curricular Links
Science
Understanding body parts and joints, exploring how things move, cause and effect in movement
PSHE
Building confidence, working as part of a group, celebrating differences in movement abilities
Teacher Guidance
Positioning
Move around the outside of the group to observe all children, positioning for maximum visibility
Observation Focus
Watch for creative movement exploration, safe execution, and individual confidence levels
Intervention Points
Step in if movements become unsafe, if children are not participating, or if confusion about instructions
Demonstration Notes
Use exaggerated, clear movements that children can easily see and copy. Demonstrate safety considerations explicitly.
Verbal Cues
- •'Find your own special way!'
- •'Keep your movements controlled!'
- •'I can see some fantastic ideas!'
- •'Remember to use your own space!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear area, 30cm spacing between children for movement
Surface Check
Non-slip, even surface checked for hazards and obstacles
Equipment Safety
Safety Checks
- •Cones checked for cracks or sharp edges
- •Music system positioned safely away from movement area
- •All equipment securely stored when not in use
Risk Management
Key Risks
- •Collisions during movement activities
- •Dizziness from spinning movements
- •Slips or falls during direction changes
Risk Mitigation
- •Clear personal space boundaries established
- •Controlled spinning with balance focus
- •Progressive movement speed building
- •Constant supervision and spatial monitoring
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all children
- •Monitor for fatigue or overexertion
- •Watch for unsafe movement choices
Emergency Procedures
Stop activity immediately, assess injury, apply appropriate first aid, contact school first aider if needed