🎵

Lesson 1 - Creating Seasonal Movements

Seasonal Stories Through Creative Movement and Expression

•

Reception

•

Dance

•

45 min

Big Question

How can we use our bodies to show the magic of different seasons?

Learning Objectives

To move safely in space taking care of ourselves and others
To use a mind map to create movements representing different seasons
To develop the first 12 counts of our 'Seasons' motif

Key Outcomes

Students will create simple theme-related shapes and movements
Students will experiment with different ways of moving
Students will perform movements showing good timing and use of levels

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout space

Alternative: Bluetooth speaker, tablet with good speakers

Whiteboards

Positioned where all children can see clearly

Alternative: Large paper sheets, interactive whiteboard

Coloured Scarves

30 (1 per child)

Optional enhancement - distributed if using

Alternative: Streamers, tissue paper, fabric squares

Cards

4 sets

Clear, colourful images for each season

Alternative: Projected images, books with seasonal pictures

Markers

3-4 different colours

Different colours for mind mapping

Alternative: Chalk, dry erase markers

Key Vocabulary

Seasons

The four different times of year: Spring, Summer, Autumn, Winter

Levels

How high or low we move - high, medium, low

Timing

Moving in time with the music or counts

Sequence

A series of movements performed one after another

Dynamics

How we perform movements - fast, slow, strong, gentle

Skill Progression Pathway

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

Prior Learning

Basic body awareness and spatial concepts
Following simple instructions
Moving to music with adult support

Current Skills

Creating theme-related movements
Moving safely in shared space
Performing simple sequences

Next Steps

Developing longer movement sequences
Adding props and expression
Working with partners

Milestone Indicators

Confident movement in personal space

Clear seasonal actions with good control

Ability to remember and repeat sequences

Key Teaching Points

Establish clear movement boundaries and safety rules from the beginning
Use imagery and storytelling to make movements meaningful and memorable
Break complex sequences into manageable chunks for learning
Encourage creative interpretation while maintaining structure
Model positive feedback and audience behaviour consistently
Connect movements to real seasonal experiences children understand
Maintain enthusiasm and energy while ensuring all children feel included

Common Misconceptions

Children may think movements must be exactly the same as teacher's - encourage personal interpretation
Some may believe they need props to dance well - emphasise body movement as primary
Children might think faster is better - focus on control and expression over speed
Some may feel nervous about performing - create supportive, low-pressure environment

SEN Adaptations

ADHD

Use shorter activity segments, provide movement breaks, offer clear start and stop signals

dyspraxia

Break movements into smaller components, allow extra practice time, provide physical support for balance

autism spectrum

Provide visual schedule of lesson activities, allow sensory breaks if needed, offer predictable structure

visual impairment

Use strong verbal descriptions of movements, provide physical guidance for positioning, ensure props have different textures

hearing impairment

Use visual demonstrations extensively, employ visual cues for music changes, face children when giving instructions

physical disability

Adapt movements to seated position, focus on upper body movements, provide alternative ways to represent seasons

Cross-Curricular Links

English

Vocabulary development, descriptive language, speaking and listening skills

Maths

Counting sequences, patterns, spatial concepts of high and low

Science

Understanding seasonal changes, weather patterns, and natural cycles

Art

Creative expression, using the body as an artistic medium

Geography

Awareness of how seasons differ in different places around the world

PSHE

Working together, giving positive feedback, building confidence

Teacher Guidance

Positioning

Stand where all children can see clearly, move around space during activities to provide individual support

Observation Focus

Watch for spatial awareness, movement quality, engagement levels, and social interactions

Intervention Points

Step in if children are unsafe, not participating, or need additional support

Demonstration Notes

Always demonstrate movements clearly and slowly, use exaggerated actions for visibility, maintain enthusiasm throughout

Verbal Cues

•'Find your bubble of space'
•'Feel the rhythm in your body'
•'Show me your beautiful seasonal movement'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space for 30 children, adequate height for jumping movements

Surface Check

Non-slip, even surface suitable for bare feet or appropriate indoor footwear

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Props checked for appropriate length and no sharp edges
•Whiteboard secured and markers capped when not in use

Risk Management

Key Risks

•Collisions during free movement
•Falls during spinning or balance movements
•Overexertion during energetic sequences

Risk Mitigation

•Clear movement boundaries established and reinforced
•Personal space concept taught and maintained
•Controlled introduction of more complex movements
•Regular reminders about spatial awareness

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all children during movement
•Monitor energy levels and adjust intensity accordingly
•Watch for signs of fatigue or overexertion

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or comfort, contact office if needed