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Lesson 6 - Character Movement and Partner Work

Storytelling Through Movement: Nursery Rhyme Adventures

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Reception

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Dance

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30 min

Big Question

How can we use our bodies to tell the story of Little Miss Muffet through movement?

Learning Objectives

To explore character movements representing spiders and Little Miss Muffet
To develop partner work skills in creative movement
To create and perform simple movement sequences with control

Key Outcomes

Students will create movements that represent different characters from the nursery rhyme
Students will work cooperatively with a partner to tell a story through movement
Students will perform their movements with confidence and clear actions

Equipment & Resources Required

Music Player

Positioned where all students can hear clearly

Alternative: Tablet, phone with speaker

Growing Poem Text

1 copy

Visible to teacher for reference

Alternative: Display on board, memorised version

Sun Markers

4-6

Mark safe movement area boundaries

Alternative: Spots, beanbags as boundaries

Key Vocabulary

Character movement

Moving your body to represent a person, animal, or thing from a story

Champion dancer

A dancer who moves with control, clear actions, and confidence

Sequence

Putting movements together in order, one after another

Partner work

Working together with another person to create movements

Freeze

Stopping completely still like a statue

Skill Progression Pathway

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

Prior Learning

Basic locomotor movements (walking, crawling)
Following simple instructions
Moving to music with basic rhythm awareness

Current Skills

Character representation through movement
Partner cooperation and turn-taking
Creating simple movement sequences

Next Steps

More complex partner choreography
Advanced character interpretation
Group storytelling through dance

Milestone Indicators

Can sustain character movement for 30+ seconds

Shows clear differentiation between spider and Miss Muffet movements

Demonstrates cooperative partner work

Key Teaching Points

Character movement should be big and clear enough for audience to understand
Creeping spider movement requires slow, controlled action with four-point contact
Partner work needs turn-taking, listening, and shared creative responsibility
Champion dancers show control, confidence, and clear expression through movement
Story sequence must have clear beginning (sitting/eating), middle (spider arrives), and end (reaction)
Freeze positions should be strong, still, and safe
Performance requires both confident sharing and respectful audience behaviour

Common Misconceptions

Students may think faster movement is always better - emphasise control and character appropriateness
Some may believe only 'scary' interpretations are correct - encourage creative character variations
Partners might think they need identical movements - celebrate different interpretations
Students may focus only on their own performance - develop audience and cooperation skills
Some may think character work is 'just pretending' - emphasise skill development in movement quality

SEN Adaptations

ADHD

Frequent movement opportunities, clear activity boundaries, regular positive reinforcement

dyspraxia

Simplified movement sequences, additional practice time, adult movement support available

autism spectrum

Clear structure and routine, visual story sequence cards, quiet space available for breaks

visual impairment

Clear verbal descriptions of movements, partner guidance, tactile cues for positioning

hearing impairment

Visual demonstration emphasis, sign support, vibration cues for freeze moments

physical disability

Adapted character movements from seated/standing position, modified spider movements using available mobility

Cross-Curricular Links

English

Nursery rhyme familiarity, story sequencing, character understanding, vocabulary development

Science

Animal movement studies, observation skills, understanding animal behaviour

PSHE

Partnership skills, taking turns, celebrating differences, building confidence

Teacher Guidance

Positioning

Move around space to observe all students, position centrally for demonstrations

Observation Focus

Character expression, partner cooperation, spatial awareness, story understanding

Intervention Points

Support shy students in performance, guide partnership difficulties, ensure safety during movement

Demonstration Notes

Use exaggerated character movements for clarity, model positive partner interaction, show clear story sequence

Verbal Cues

•'Slow spider creeping!'
•'Big scared reaction!'
•'Listen to your partner's ideas!'
•'Champion dancers use control!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 8m x 8m, clear of obstacles

Surface Check

Non-slip surface suitable for floor work and running

Equipment Safety

Safety Checks

•Boundary markers positioned safely
•Music at appropriate volume
•Clear sight lines for teacher supervision

Risk Management

Key Risks

•Collisions during spider crawling
•Falls during character movements
•Over-excitement during running away actions

Risk Mitigation

•Clear personal space boundaries established
•Controlled movement speeds emphasised
•Constant supervision during floor work
•Stop signal clearly established and practiced

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all students during floor work
•Monitor partner interactions for safety and cooperation
•Watch for students becoming over-excited or scared

Emergency Procedures

Stop signal, assess situation, provide appropriate support or first aid