Lesson 3 - Creating Simple Movement Sequences
Storytelling Through Movement: Nursery Rhyme Adventures
•Reception
•Dance
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How can we move like champion dancers to tell the story of Hickory Dickory Dock?
Learning Objectives
- To create simple movement sequences that relate to specific words
- To add movements together to form a sequence
- To move with control and respond to rhythm
Key Outcomes
- Students will perform movements representing a mouse's actions
- Students will create a frozen position showing reaction to sound
- Students will combine movements into a simple sequence following the rhyme
Equipment & Resources Required
Positioned where all students can hear clearly
Alternative: Mobile phone with speaker
For representing clock striking sound
Alternative: Wooden clapper, triangle
Placed safely around room for 'climbing clock' extension
Alternative: Low platform, sturdy boxes
Large print version for reference
Alternative: Learn rhyme by heart
Key Vocabulary
Movements performed one after another in order
A still position where we stop and hold our shape
Someone who moves with control and makes their actions clear
Making movements bigger and clearer so everyone can see
The beat or pattern in music that we can move to
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and movement
- Simple listening skills to music
- Following simple instructions
Current Skills
- Creating movements to represent actions
- Making movements big and clear
- Combining movements into simple sequences
Next Steps
- Creating longer movement sequences
- Responding to different rhythms and speeds
- Working with partners to create sequences
Milestone Indicators
Key Teaching Points
- Emphasise 'champion dancers' move with control throughout lesson
- Make movements 'big and exaggerated' so everyone can see clearly
- Connect each movement to the specific words in the rhyme
- Use facial expressions to show emotions, especially in frozen positions
- Encourage creativity while maintaining the story structure
- Build confidence through positive encouragement and peer support
- Focus on sequential order - movements must follow the rhyme progression
Common Misconceptions
- That small movements are better than big ones - explain visibility for audience
- That all mice must move exactly the same way - encourage individual interpretation
- That faster means better - emphasise control and timing with rhyme
- That frozen positions are just stopping - explain they show emotion and reaction
- That only one way to climb 'up the clock' exists - show different climbing styles
SEN Adaptations
ADHD
- Break activities into shorter segments, provide frequent movement breaks, use clear visual boundaries
dyspraxia
- Break down movements into smaller steps, provide extra practice time, use verbal cues alongside physical demonstration
autism spectrum
- Provide visual schedule of lesson sequence, use consistent routine, offer quiet space if overwhelmed
visual impairment
- Use verbal descriptions of movements, provide tactile guidance, use contrasting sounds for tambourine
hearing impairment
- Use visual cues and gestures, provide written copy of rhyme, use visual rhythm patterns
physical disability
- Adapt movements for wheelchair users, focus on upper body actions, provide alternative ways to show 'up and down'
Cross-Curricular Links
English
Storytelling through movement, understanding narrative sequence, vocabulary development
Mathematics
Sequential order, counting actions, understanding 'up' and 'down' directions
Music
Responding to rhythm and rhyme, timing movements to beat
PSHE
Building confidence, encouraging others, working together as a group
Teacher Guidance
Positioning
Move around the space to see all students, position centrally for demonstrations
Observation Focus
Watch for control, creativity in movements, and understanding of sequence
Intervention Points
Step in if movements become unsafe, if students are not participating, or if understanding is unclear
Demonstration Notes
Always demonstrate movements clearly, exaggerating for visibility, show both correct and incorrect examples
Verbal Cues
- •'Big and clear movements!'
- •'Show me with your whole body!'
- •'Champion dancers move with control!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 6m x 8m clear space, appropriate for 30 Reception students
Surface Check
Clean, dry, non-slip surface free from obstacles and trip hazards
Equipment Safety
Safety Checks
- •Check tambourine is in good condition with secure handle
- •Ensure apparatus is stable and age-appropriate height
- •Verify audio equipment is positioned safely away from movement area
Risk Management
Key Risks
- •Collisions during free movement
- •Falls from apparatus during extension activities
- •Excitement leading to loss of control
- •Slips during quick 'scuttling' movements
Risk Mitigation
- •Clear boundaries established for movement area
- •Adequate spacing between students maintained
- •Apparatus use only under direct supervision
- •Regular reminders about controlled movement
- •Teacher positioned for maximum visibility of all students
Supervision & Emergency Procedures
Supervision Points
- •Position to see all students during floor work
- •Close supervision of any apparatus use
- •Monitor energy levels and excitement
- •Watch for tired students who may lose control
Emergency Procedures
Stop activity immediately, assess situation, apply first aid if needed, contact school office if required