Lesson 1 - Creating Seasonal Movements
Seasonal Stories Through Creative Movement and Expression
•Reception
•Dance
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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
Position for clear sound throughout space
Alternative: Bluetooth speaker, tablet with good speakers
Positioned where all children can see clearly
Alternative: Large paper sheets, interactive whiteboard
Optional enhancement - distributed if using
Alternative: Streamers, tissue paper, fabric squares
Clear, colourful images for each season
Alternative: Projected images, books with seasonal pictures
Different colours for mind mapping
Alternative: Chalk, dry erase markers
Key Vocabulary
The four different times of year: Spring, Summer, Autumn, Winter
How high or low we move - high, medium, low
Moving in time with the music or counts
A series of movements performed one after another
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
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