🎵

Lesson 1 - Exploring Space and Movement

Movement & Music Fusion

•

Reception

•

Dance

•

49 min

Big Question

How can we move safely through space while dancing to music?

Learning Objectives

To move safely around others in a shared space
To use counts of 8 to coordinate movement changes
To explore different ways of travelling and balancing

Key Outcomes

Students will demonstrate safe spatial awareness when moving
Students will synchronise movement changes using 8-count rhythm
Students will show control in various travelling and balancing actions

Equipment & Resources Required

Hoops

1 per student (30)

Spread hoops evenly around the space before lesson begins

Alternative: Skipping ropes laid in circles, masking tape circles on floor

Music Player

1 system

Test volume levels - should be audible but allow teacher voice to be heard

Alternative: Tablet with portable speaker, musical instruments for rhythm

Instrumental Music

4-5 tracks

Choose music with clear 8-beat patterns, moderate tempo

Alternative: Nursery rhymes with clear beats, percussion rhythms

Key Vocabulary

Space

The area around us where we can move safely

Travelling

Moving from one place to another

Balance

Staying steady on different body parts

Counts of 8

Counting 1-2-3-4-5-6-7-8 to keep time with music

Bubble

Your personal space that mustn't be popped by touching others

Skill Progression Pathway

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

Prior Learning

Basic understanding of personal space
Ability to follow simple movement instructions
Experience with stopping and starting activities

Current Skills

Spatial awareness in shared space
Using musical counts to time movement
Exploring different travelling actions
Balancing on various body parts

Next Steps

Creating longer movement sequences
Partner work in shared space
More complex travelling patterns
Combining different actions smoothly

Milestone Indicators

Moves confidently without collisions

Responds consistently to 8-count rhythm

Shows good control in balancing activities

Demonstrates creativity in movement choices

Key Teaching Points

Emphasise spatial awareness throughout all movement activities
Use consistent 8-count rhythm to develop timing and coordination
Encourage creativity within safe boundaries during bubble exploration
Model and reinforce safe movement practices in shared space
Connect physical sensations to exercise effects for body awareness
Celebrate individual achievements while maintaining group cooperation
Use hoops as concrete visual aid for personal space understanding

Common Misconceptions

Children thinking they can move faster if they're more skilled - emphasise control over speed
Believing bigger jumps or movements are better - focus on control and staying within boundaries
Thinking counting is just for maths - explain how rhythm helps with coordination and dancing together
Assuming balance means staying completely still - show that slight adjustments are normal and good
Believing they can't help others because they're still learning - encourage peer support and teaching

SEN Adaptations

ADHD

Shorter activity segments with frequent changes, clear physical boundaries, regular movement breaks, specific praise for following instructions

dyspraxia

Slower demonstrations, extra practice time, simplified movement patterns, visual and verbal cues combined, additional adult support for balance activities

autism spectrum

Clear visual schedule of activities, consistent routine and predictable transitions, quiet space available if needed, concrete explanations of abstract concepts like 'bubble'

visual impairment

Use bright coloured hoops, provide verbal descriptions of all movements, buddy system for spatial navigation, tactile boundaries for personal space

hearing impairment

Visual signals for start/stop, use of sign language for key instructions, vibrating speaker for rhythm, clear visual demonstrations

physical disability

Adapted hoops or markers for wheelchair users, modified balance activities using chairs for support, alternative travelling methods

Cross-Curricular Links

Maths

Counting to 8, understanding sequence and patterns, spatial awareness and positional language

Science

Understanding how exercise affects the body, exploring forces and movement, balance and stability concepts

PSHE

Cooperation and sharing space, following rules for safety, celebrating others' achievements and building confidence

Teacher Guidance

Positioning

Stand at edge of space with clear view of all children, move around during activities to provide individual support

Observation Focus

Watch for spatial awareness, balance control, and understanding of timing concepts

Intervention Points

Step in if children are moving unsafely, struggling with balance activities, or not understanding count timing

Demonstration Notes

Always demonstrate movements clearly before asking children to attempt them. Use exaggerated movements for clarity. Count aloud consistently to establish rhythm.

Verbal Cues

•'Look for empty spaces!'
•'Hold your balance steady!'
•'Count with me: 1-2-3-4-5-6-7-8!'
•'Gentle movements!'
•'Stay in your bubble!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 6m x 8m clear space, suitable for 30 children with hoops

Surface Check

Dry, non-slip surface free from obstacles and with adequate cushioning for balance work

Equipment Safety

Safety Checks

•Check all hoops for cracks or sharp edges before use
•Ensure hoops are appropriate size for Reception children
•Verify music equipment is positioned safely away from activity area

Risk Management

Key Risks

•Collisions between children during travelling activities
•Falls during balancing activities
•Trips from hoops left on ground

Risk Mitigation

•Clear boundaries and rules established before movement begins
•Adequate spacing maintained between children at all times
•Progressive skill building from simple to complex movements
•Constant supervision during all balance activities

Supervision & Emergency Procedures

Supervision Points

•Position to observe all children during travelling activities
•Move around space during balance work to spot potential falls
•Maintain clear voice commands throughout activities

Emergency Procedures

Stop activity immediately with clear signal, assess any injuries, provide appropriate first aid, contact school procedures if needed