Lesson 1 - Moving in Sequence
Storytelling Through Movement: Nursery Rhyme Adventures
•Reception
•Dance
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How can we move like champion dancers to tell the story of Humpty Dumpty?
Learning Objectives
- To explore different movements using different parts of the body
- To create and perform movement sequences based on the Humpty Dumpty rhyme
- To develop control and coordination when moving to rhythm
Key Outcomes
- Students will move their bodies with large, controlled actions
- Students will create movements representing characters from Humpty Dumpty
- Students will perform a simple movement sequence in time with the rhyme
Equipment & Resources Required
Positioned where all students can hear clearly
Alternative: Smartphone with speaker, tablet
Cued to appropriate volume for movement
Alternative: Teacher can recite rhyme rhythmically
Displayed where all students can see
Alternative: Whiteboard with key words, picture book
Scattered around space for personal areas
Alternative: Cones, hoops, chalk marks
Key Vocabulary
Someone who moves with control, responds to rhythm, and performs with confidence
A series of movements performed in a particular order
Making actions bigger and clearer so everyone can see them
Moving your body exactly how you want it to move
A person or creature in a story that we can pretend to be
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and ability to move safely in a space
- Understanding of simple instructions like stop and start
- Familiarity with listening to stories and rhymes
Current Skills
- Moving different body parts with control
- Creating movements to represent characters and actions
- Performing simple sequences in time with rhythm
Next Steps
- Combining multiple movement sequences together
- Adding facial expressions and emotion to dance
- Creating original movements for different nursery rhymes
Milestone Indicators
Key Teaching Points
- Emphasise the 'champion dancer' concept throughout to build confidence
- Use exaggerated movements to help students understand character differences
- Connect all movements back to the story to reinforce comprehension
- Celebrate effort and creativity over perfection
- Use rhythm and timing to help students remember the sequence
- Encourage positive audience skills as much as performance skills
Common Misconceptions
- That movements need to be 'perfect' - emphasise personal best efforts
- That falling has to be real or hard - teach safe, controlled falling
- That dancing is only for certain types of people - all can be champion dancers
- That watching is passive - being a good audience is an active skill
- That the sequence must be exactly the same for everyone - encourage personal interpretation within the framework
SEN Adaptations
ADHD
- Short activity bursts, clear boundaries, lots of positive movement opportunities
dyspraxia
- Break down movements into smaller steps, extra practice time, focus on effort over precision
autism spectrum
- Clear structure and routine, visual schedule of activities, quiet space available if needed
visual impairment
- Use verbal descriptions of movements, partner system for guidance, tactile prompts for positions
hearing impairment
- Strong visual demonstrations, visual cards with story elements, vibrations for rhythm
physical disability
- Adapt movements for wheelchair users, seated versions of actions, focus on achievable movements
Cross-Curricular Links
English
Story comprehension, vocabulary development through rhyme, speaking and listening during reflection
Music
Rhythm and timing, responding to spoken rhyme, developing sense of beat
PSHE
Confidence building, cooperation during group work, appreciation of others' efforts
Teacher Guidance
Positioning
Move around the space to see all students, position centrally during demonstrations
Observation Focus
Watch for creative movement, safe techniques, and engagement levels
Intervention Points
Step in if students struggling with sequence or safety concerns arise
Demonstration Notes
Always demonstrate movements clearly before asking students to try, exaggerate movements for visibility
Verbal Cues
- •'Make it bigger so everyone can see!'
- •'Remember champion dancers have control!'
- •'Show me your character's personality!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 6m x 6m clear space, suitable for movement and falling safely
Surface Check
Non-slip surface, clean and free from obstacles or hazards
Equipment Safety
Safety Checks
- •Audio equipment positioned safely away from movement area
- •Visual prompts securely displayed at child height
- •Space markers placed to avoid tripping hazards
Risk Management
Key Risks
- •Falls during character movements
- •Collisions between students during movement
- •Slips on unsuitable surfaces
Risk Mitigation
- •Demonstrate safe falling techniques
- •Establish clear movement boundaries
- •Ensure adequate space between students
- •Check footwear is appropriate for movement
Supervision & Emergency Procedures
Supervision Points
- •Position to see all students during movement activities
- •Monitor closely during falling movements
- •Watch for students who may need additional support
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid or seek additional support