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Lesson 5 - Transport Movement Expression

Movement & Music Fusion

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Reception

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Dance

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40 min

Big Question

How can we move like different types of transport to tell stories through dance?

Learning Objectives

To express and communicate ideas about transport through movement
To explore travelling movements, directions and levels like different vehicles
To develop rhythm and timing skills by moving to music

Key Outcomes

Students will confidently perform dance movements representing cars, trains and planes
Students will demonstrate understanding of high, medium and low levels in dance
Students will show improved coordination and spatial awareness through transport-themed movements

Equipment & Resources Required

Transport-Themed Music

1 audio system

Test audio system before lesson, have music cued and ready to play/pause

Alternative: Rhythmic percussion, teacher singing/clapping

Cones

4-6 markers

Mark boundaries of dance space clearly for safety

Alternative: Bean bags, spots, tape on floor

Cards

3 large pictures

Display pictures of car, train, plane clearly visible to all students

Alternative: Toy vehicles, teacher demonstrations

Key Vocabulary

Levels

How high or low we position our bodies during movement

Rhythm

Moving in time with the beat of the music

Expression

Using our faces and bodies to show feelings and ideas

Performance

Dancing for others to watch and enjoy

Travelling

Moving from one place to another using different methods

Skill Progression Pathway

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

Prior Learning

Basic locomotor skills - walking, running, jumping
Understanding of stop and start commands
Ability to move safely in shared space

Current Skills

Transport-themed movement patterns
Level awareness in movement (high, medium, low)
Rhythm and timing with music
Performance skills and audience awareness

Next Steps

More complex dance sequences with multiple themes
Partner and group choreography
Creating own dance stories with beginning, middle and end

Milestone Indicators

Smooth transitions between different transport movements

Clear demonstration of high and low levels

Ability to maintain rhythm without verbal counting

Confident performance in front of audience

Key Teaching Points

Use exaggerated, clear movements that can be seen from a distance to help all students understand
Count aloud consistently during musical sequences to support rhythm development
Emphasise safety during travelling movements, especially backward marching
Encourage spatial awareness - using all available space safely
Build performance confidence through positive reinforcement and equal appreciation
Connect movements to real transport characteristics to enhance understanding
Balance structure with creative expression opportunities

Common Misconceptions

Students may think they need to move fast like real vehicles - emphasise controlled, safe movement
May believe louder or bigger is always better - teach appropriate performance levels
Might think performance is about competition - emphasise personal expression and enjoyment
Could assume they need perfect rhythm immediately - celebrate progress and effort
May worry about making mistakes in front of others - create supportive, non-judgmental environment

SEN Adaptations

ADHD

Use shorter activity segments, provide clear boundaries, frequent positive reinforcement, allow for higher energy expression

dyspraxia

Break movements into smaller components, provide extra practice time, use simplified movement patterns, offer hand-over-hand guidance if needed

autism spectrum

Provide clear structure and routine, use visual schedule showing lesson sections, allow movement breaks if needed, prepare for performance anxiety

visual impairment

Use clear verbal descriptions of movements, provide physical guidance for arm positions, use distinct sound cues for different transport types

hearing impairment

Use visual demonstrations, hand signals for start/stop, visual cues for music changes, ensure child can see teacher clearly

physical disability

Adapt movements to seated position if needed, use upper body movements only, provide modified transport actions suitable for mobility

Cross-Curricular Links

English

Vocabulary development for transport and movement words, listening and following instructions, expressing preferences about performances

Maths

Counting 16 beats, understanding rhythm patterns, exploring high and low spatial concepts

Science

Understanding how different vehicles move, effects of exercise on the body, forces and motion

Geography

Different types of transport, how transport helps us travel to different places

PSHE

Working cooperatively with partners, being a respectful audience member, building confidence through performance

Teacher Guidance

Positioning

Move around the space to see all students, position centrally during instructions, close supervision during backward movements

Observation Focus

Watch for coordination development, spatial awareness, cooperation during partner work, rhythm and timing skills

Intervention Points

Step in if students struggling with coordination, if unsafe movement observed, if students need encouragement to participate

Demonstration Notes

Demonstrate: All movements with exaggerated, clear actions that can be seen from distance. Join in with activities to maintain energy and engagement.

Verbal Cues

•'Keep your arms wide like airplane wings!'
•'Soft knees when you march like a train!'
•'Listen for the music to stop!'
•'Use all the space in our dance area!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 6m x 8m clear indoor space, suitable for Reception-aged movement

Surface Check

Non-slip surface, clear of obstacles, appropriate for jumping and travelling movements

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•Boundary markers stable and visible
•Transport pictures securely displayed

Risk Management

Key Risks

•Collisions during travelling movements
•Falls during jumping activities
•Overexertion in young children
•Collisions during backward movement

Risk Mitigation

•Clear boundaries established and maintained
•Adequate spacing between students during all activities
•Emphasis on controlled, safe movements throughout
•Extra supervision during backward marching movements
•Regular reminders about spatial awareness

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Extra attention during partner activities
•Close monitoring during backward movements
•Watch for signs of overexertion in young children

Emergency Procedures

Stop activity immediately if unsafe behaviour observed, assess any injuries, provide appropriate first aid or seek additional support as needed