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Lesson 2 - Creating Our Own Movements to Jack and Jill

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 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

Tunnel Systems

Positioned where all students can hear clearly

Alternative: Tablet with speaker, or voices for rhythm

Open Space

Minimum 6m x 6m

Clear of obstacles with safe boundaries marked

Alternative: Classroom with desks moved aside

Growing Poem Text

1 copy for teacher

Visible reference if needed during lesson

Alternative: Know rhyme by heart

Key Vocabulary

Champion dancers

Dancers who move with control, respond to rhythm, and show clear actions

Sequence

A series of movements performed one after another in order

Rhythm

The beat or pattern in music that we can move to

Control

Moving our bodies carefully and with purpose

Expression

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

Movements clearly represent the intended action

Smooth transitions between different movements

Confident performance showing personal style

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