Lesson 6 - Morning Routine Movement Sequence
Movement & Music Fusion
•Reception
•Dance
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How can we use our bodies to tell the story of our morning routine?
Learning Objectives
- To copy and repeat actions with increasing accuracy
- To move safely with confidence and imagination in personal and general space
- To perform movement sequences that tell a story
Key Outcomes
- Students will perform a complete morning routine dance sequence
- Students will demonstrate clear, exaggerated movements that match the beat
- Students will show safe spatial awareness when moving around others
Equipment & Resources Required
Audio system ready with clear volume for all students
Alternative: Any steady beat music (120-130 BPM)
Large enough for whole class to see, displayed on board
Alternative: Hand-drawn pictures of morning routine activities
Spread around hall for personal spaces
Alternative: Masking tape X marks on floor
Key Vocabulary
A series of movements performed one after another in order
The steady pulse you can feel in music
Making movements bigger and clearer than normal
Stop moving completely and hold still like a statue
The area around your body where you can move
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and spatial understanding
- Simple copying of movements
- Following stop and start instructions
Current Skills
- Sequence building - linking movements together
- Musical timing and beat awareness
- Storytelling through movement
Next Steps
- Creating own movement sequences
- More complex rhythmic patterns
- Partner and group choreography
Milestone Indicators
Key Teaching Points
- Exaggerate all movements to make the story clear and engaging
- Use consistent counting 'one and, two and' to help students match musical timing
- Connect movements to real experiences - 'Just like you do at home!'
- Praise effort and participation over perfect technique
- Maintain sequence integrity while allowing creative interpretation
- Build confidence through supportive audience and performance roles
- Use spatial awareness as ongoing safety and skill development
Common Misconceptions
- Dance has to be perfect - emphasise enjoyment and storytelling over precision
- Boys don't dance - model enthusiasm for all students regardless of gender
- Movements should be realistic - encourage theatrical, exaggerated actions
- Faster is better - emphasise matching the music beat rather than speed
- Individual performance only - highlight the joy of moving together as a group
SEN Adaptations
ADHD
- Break sequence into smaller sections, provide movement breaks, use clear start/stop signals, allow fidget alternatives during reflection
dyspraxia
- Slow down demonstrations, allow extra practice time, break complex movements into simple steps, provide visual and verbal cues together
autism spectrum
- Provide visual sequence schedule, allow practice time, offer quiet zone for breaks, maintain predictable routine structure
visual impairment
- Use verbal descriptions of each movement, provide tactile demonstrations, ensure clear pathways, use bright visual cards with high contrast
hearing impairment
- Use visual cues and demonstrations, vibrating speaker for beat awareness, clear hand signals for start/stop, written sequence cards
physical disability
- Adapt movements for seated position, use upper body alternatives, modify travelling to rolling/scooting, ensure accessible spaces
Cross-Curricular Links
English
Vocabulary development for daily activities, sequencing events in order, storytelling
Maths
Counting beats and sequences - one and two and, ordering activities by number
Science
Body parts and movement, healthy habits, time and daily patterns
Teacher Guidance
Positioning
Central position with clear view of all students, near audio controls for quick music management
Observation Focus
Watch for sequence retention, musical timing, spatial awareness, and confident movement quality
Intervention Points
Step in if students appear frustrated with sequences, if spatial conflicts arise, or if energy becomes too high
Demonstration Notes
Always demonstrate with exaggerated, theatrical movements. Face the class for clear visibility. Break down complex movements into simple steps.
Verbal Cues
- •'Big movements to tell the story!'
- •'Listen for the beat - one and, two and...'
- •'Use all your space safely!'
- •'Show me clear actions!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall space 8m x 12m, clear of obstacles, with soft flooring suitable for lying down
Surface Check
Non-slip surface free from hazards, appropriate for lying down and energetic movement
Equipment Safety
Safety Checks
- •Audio equipment positioned safely away from movement area
- •Visual cards secured to avoid falling
- •Space markers placed with adequate gaps between
Risk Management
Key Risks
- •Collisions during travelling movements
- •Trips and falls during energetic sequences
- •Overstretching during wake-up movements
Risk Mitigation
- •Clear boundaries and pathways established before movement
- •Emphasis on looking where you're going during travelling
- •Gentle stretching only - no forcing movements
- •Regular reminders about personal space respect
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all students during travelling
- •Monitor energy levels - calm if over-excited
- •Watch for students who may need movement breaks
Emergency Procedures
Stop music immediately, assess any incidents, provide appropriate first aid support, calm group if needed