Lesson 1 - Nursery Rhymes Movement and Expression
Storytelling Through Movement and Creative Expression
•Reception
•Dance
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How can we use our bodies to tell the stories of our favourite nursery rhymes?
Learning Objectives
- To move safely in space taking care of ourselves and others
- To use nursery rhymes to inspire creative movement and expression
- To develop the first 12 counts of our nursery rhymes motif sequence
Key Outcomes
- Students will create simple theme-related shapes, movements and actions
- Students will contribute key words to nursery rhyme discussions
- Students will translate nursery rhyme ideas into movement patterns
Equipment & Resources Required
Positioned where all students can hear clearly
Alternative: Portable speaker with device
Visible from sitting area for mind mapping
Alternative: Large paper sheets
Available for movement enhancement if desired
Alternative: Pom poms, streamers, or no props
For creating nursery rhyme mind map
Alternative: Chalk for blackboard
Key Vocabulary
A short movement pattern that can be repeated and developed
The height at which we move - high, medium, or low
Moving in rhythm with the music or counting
Using our face and body to show feelings and tell stories
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 locomotor skills (walking, running, jumping)
- Following simple instructions
- Knowledge of familiar nursery rhymes
Current Skills
- Creative movement interpretation
- Timing and rhythm coordination
- Spatial awareness and safety
- Simple choreographic memory
Next Steps
- Extended movement sequences
- Partner and group choreography
- Advanced expression and storytelling through dance
Milestone Indicators
Key Teaching Points
- Always model movements clearly before asking students to copy
- Use nursery rhyme vocabulary to enhance understanding and memory
- Encourage creative interpretation while maintaining safety
- Build confidence through positive feedback and celebration
- Connect movement choices to nursery rhyme stories
- Develop timing and coordination gradually
- Foster respectful audience behaviour during performances
Common Misconceptions
- Students may think there's only one 'correct' way to interpret each nursery rhyme
- Some may believe they need complex movements to be creative
- Students might think performing means they have to be 'perfect'
- May assume that audience feedback should only be positive
- Could think that timing doesn't matter in creative dance
SEN Adaptations
ADHD
- Build in movement breaks, use clear structure cues, provide fidget-friendly alternatives for sitting
dyspraxia
- Break movements into smaller steps, allow extra practice time, provide physical support as needed
autism spectrum
- Prepare with visual schedule, allow sensory breaks, provide quiet space option if overwhelmed
visual impairment
- Clear verbal descriptions of movements, physical guidance for positioning, use partner support system
hearing impairment
- Visual demonstrations emphasised, tap rhythm on students' shoulders, use clear hand signals
physical disability
- Adapt movements for wheelchair users, focus on upper body expression, provide seated alternatives
Cross-Curricular Links
English
Nursery rhyme vocabulary, storytelling through movement, listening and speaking skills
Maths
Counting beats and sequences, understanding patterns and repetition
Art
Creative expression through movement, interpreting stories visually through body
Music
Rhythm and timing, responding to musical tempo and mood
PSHE
Building confidence, cooperation in partner work, giving positive feedback
Teacher Guidance
Positioning
Move around space to see all students, position centrally for demonstrations
Observation Focus
Watch for timing, spatial awareness, creative expression, and confidence levels
Intervention Points
Step in if movements become unsafe, provide encouragement for shy students, redirect off-task behaviour
Demonstration Notes
Always demonstrate movements clearly, use exaggerated expressions, join in with enthusiasm to model engagement
Verbal Cues
- •'Heads up, eyes forward!'
- •'Feel the rhythm!'
- •'Use your space safely!'
- •'Show me your nursery rhyme story!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall size 8m x 12m with clear performance area
Surface Check
Dry, non-slip surface suitable for jumping and floor work
Equipment Safety
Safety Checks
- •Music system cables positioned safely
- •Scarves/props stored when not in use
- •Whiteboard markers capped when finished
Risk Management
Key Risks
- •Collisions during free movement
- •Falls during jumping sequences
- •Overexcitement leading to unsafe movement
Risk Mitigation
- •Clear personal space boundaries established
- •Controlled jumping with proper landing technique
- •Regular reminders about spatial awareness
- •Calm cool-down to reduce energy levels
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all students during movement
- •Monitor high-activity periods closely
- •Ensure quiet students are participating safely
Emergency Procedures
Stop music immediately for any incidents, assess situation, provide appropriate support or first aid