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Lesson 6 - Morning Routine Movement Sequence

Movement & Music Fusion

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Reception

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Dance

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40 min

Big Question

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

Track

Audio system ready with clear volume for all students

Alternative: Any steady beat music (120-130 BPM)

Cards

1 set

Large enough for whole class to see, displayed on board

Alternative: Hand-drawn pictures of morning routine activities

Markers

Spread around hall for personal spaces

Alternative: Masking tape X marks on floor

Key Vocabulary

Sequence

A series of movements performed one after another in order

Beat

The steady pulse you can feel in music

Exaggerated

Making movements bigger and clearer than normal

Freeze

Stop moving completely and hold still like a statue

Space

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

Clear movement quality with intention

Sustained concentration for longer sequences

Beginning to show personal style in movement

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