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Lesson 2 - Body Parts Movement

Movement & Music Fusion

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Reception

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Dance

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40 min

Big Question

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

Cones

Scattered evenly around the teaching space for personal markers

Alternative: Bean bags, spots, or hoops

Music Player

Positioned where teacher can easily control volume and start/stop

Alternative: Tablet, phone with speaker, or CD player

Age-appropriate music

Various tracks

Pre-selected tracks ready to play

Alternative: Simple rhythm tracks or children's songs with clear beats

Key Vocabulary

Body parts

Different parts of our body like head, arms, legs, hands

Shake

Moving quickly back and forth

Twist

Turning your body while keeping feet in place

Bend

Making a body part curved or angled

Spin

Turning around in a circle

Space

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

Can identify and move 5+ body parts on command

Shows control when starting and stopping

Demonstrates creativity in movement exploration

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