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Lesson 3 - Creating Simple Movement Sequences

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 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

CD Player

Positioned where all students can hear clearly

Alternative: Mobile phone with speaker

Tambourine

For representing clock striking sound

Alternative: Wooden clapper, triangle

Benches

2-3

Placed safely around room for 'climbing clock' extension

Alternative: Low platform, sturdy boxes

Hickory Dickory Dock Rhyme

Large print version for reference

Alternative: Learn rhyme by heart

Key Vocabulary

Sequence

Movements performed one after another in order

Frozen position

A still position where we stop and hold our shape

Champion dancer

Someone who moves with control and makes their actions clear

Exaggerated

Making movements bigger and clearer so everyone can see

Rhythm

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

Students move with increasing control

Actions clearly represent the intended character or object

Movements are performed in correct sequence order

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