Lesson 2 - Creating Our Own Movements to Jack and Jill
Storytelling Through Movement: Nursery Rhyme Adventures
•Reception
•Dance
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How can we become champion dancers by creating our own movements to tell the story of Jack and Jill?
Learning Objectives
- To create their own movement ideas relating to specific words in the Jack and Jill nursery rhyme
- To add movements together to form a sequence that tells the story
- To move with control and respond to rhythm while dancing
Key Outcomes
- Students will have created original movements representing going up and down a hill
- Students will have combined movements into a simple sequence following the rhyme
- Students will have performed their sequence with increasing confidence and control
Equipment & Resources Required
Positioned where all students can hear clearly
Alternative: Tablet with speaker, or voices for rhythm
Clear of obstacles with safe boundaries marked
Alternative: Classroom with desks moved aside
Visible reference if needed during lesson
Alternative: Know rhyme by heart
Key Vocabulary
Dancers who move with control, respond to rhythm, and show clear actions
A series of movements performed one after another in order
The beat or pattern in music that we can move to
Moving our bodies carefully and with purpose
Showing feelings and emotions through our movements
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic travelling movements (walking, running, marching)
- Simple body part movements (arms, legs, head)
- Following simple instructions in movement
Current Skills
- Creating original movements to represent actions
- Combining movements into simple sequences
- Moving with control and awareness of space
Next Steps
- Creating longer, more complex movement sequences
- Working collaboratively to create group dances
- Adding expression and character to movements
Milestone Indicators
Key Teaching Points
- Champion dancers move with control and expression, not just energy
- Every movement should clearly represent part of the Jack and Jill story
- Personal interpretation is valued within the story structure
- Safe falling and tumbling techniques must be emphasised throughout
- Positive feedback and encouragement build confidence for future learning
- Sequence structure helps develop memory and storytelling skills
- Performance opportunities develop confidence and appreciation for others
Common Misconceptions
- Faster movements are always better - emphasise control and clarity over speed
- All students must move exactly the same way - encourage individual interpretation
- Falling means actually falling unsafely - teach controlled dramatic representation
- Only 'perfect' performances are valuable - celebrate effort and creativity
- Dance is only for certain students - reinforce that everyone can be a champion dancer
SEN Adaptations
ADHD
- Movement breaks built in naturally, clear boundaries, frequent positive reinforcement, variety in activities
dyspraxia
- Simplified movement patterns, extra practice time, focus on personal improvement rather than comparison
autism spectrum
- Clear routine structure, visual story sequence, quiet space available if needed, predictable partner arrangements
visual impairment
- Clear verbal descriptions of all movements, tactile guidance if appropriate, consistent spatial positioning
hearing impairment
- Visual demonstrations emphasised, simple gestures for story cues, written story sequence if helpful
physical disability
- Adapted movements for seated position, upper body focus for limited mobility, peer support if appropriate
Cross-Curricular Links
English
Story comprehension, sequencing events, vocabulary development through action words
Maths
Counting movements, understanding before/after sequence, spatial concepts of up/down
Science
Forces and motion during uphill/downhill movement, balance and gravity in falling
Geography
Understanding hills and elevation, spatial awareness and direction
PSHE
Confidence building, working with partners, giving and receiving feedback, celebrating creativity
Teacher Guidance
Positioning
Move throughout the space to observe all students, position for clear demonstrations
Observation Focus
Watch for creative interpretation, safe movement, confidence development, story understanding
Intervention Points
Step in for unsafe movements, support nervous performers, guide unclear story connections
Demonstration Notes
Always demonstrate movements with exaggerated clarity, show both effort and control, model positive feedback language
Verbal Cues
- •'Champion dancers move with control!'
- •'Show me the story through your body!'
- •'Make it big and clear!'
- •'Remember the story order - what comes next?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 6m x 6m clear space, indoor hall or large classroom
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Music equipment positioned safely away from movement area
- •All electrical cords secured and out of pathway
- •Clear boundaries established and visible
Risk Management
Key Risks
- •Collisions during uphill/downhill movements
- •Unsafe falling during Jack's fall sequence
- •Overexcitement leading to loss of control
Risk Mitigation
- •Clear personal space boundaries established and maintained
- •Controlled falling techniques taught and reinforced
- •Regular reminders about champion dancer control
- •Teacher positioned for maximum supervision
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all students during movement
- •Move throughout space during activities
- •Extra attention during falling and tumbling sequences
Emergency Procedures
Stop activity immediately if unsafe behaviour, assess any injuries, appropriate first aid response