Lesson 5 - Moving to Contrasting Tempos
Storytelling Through Movement: Nursery Rhyme Adventures
•Reception
•Dance
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How can we use our bodies to tell the story of The Three Little Pigs through movement?
Learning Objectives
- To respond to words and music using different parts of the body
- To explore moving at contrasting tempos (light and heavy)
- To create movements that represent different materials and characters
Key Outcomes
- Students will move their bodies with big, clear actions
- Students will experiment with light and heavy movements
- Students will respond to musical cues and tempo changes
Equipment & Resources Required
Keep within easy reach for tempo demonstrations
Alternative: Tambourine, wooden blocks, or recorded sound effects
Test volume levels before lesson starts
Alternative: Phone, tablet with speaker
Mark key pages for quick reference
Alternative: Pictures or visual story cards
Remove obstacles, ensure safe movement area
Alternative: Clear area of classroom
Key Vocabulary
How fast or slow the music is
Moving gently and softly like feathers
Moving with weight and strength
Stop moving completely like a statue
Someone who moves with control and listens to music
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and control
- Ability to start and stop on command
- Experience with simple nursery rhymes
Current Skills
- Moving at contrasting tempos
- Representing materials through movement
- Responding to drum beats and musical cues
Next Steps
- Creating short dance sequences
- Working with partners to tell stories
- Using props to enhance storytelling
Milestone Indicators
Key Teaching Points
- Emphasise clear contrasts between light and heavy movements throughout
- Use the story context to motivate and explain movement choices
- Build from simple individual movements to responding to external cues
- Celebrate effort and creativity over technical perfection
- Maintain safety focus especially during falling and spinning movements
- Use champion dancer concept to encourage listening and control
- Connect movements to real material properties children can understand
Common Misconceptions
- All materials move the same way - clarify unique properties of hay, sticks, and bricks
- Louder music means bigger movements - teach listening for specific cues rather than volume
- Only 'good' dancers can be champions - emphasise that control and listening make champions
- The wolf is scary - focus on fun movement game rather than frightening elements
- Heavy movements must be violent - show that heavy can be controlled and strong
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries, regular movement breaks between sitting
dyspraxia
- Simplified movement patterns, extra demonstration time, focus on effort over precision
autism spectrum
- Visual story schedule, clear routine structure, quiet space available for breaks
visual impairment
- Use verbal descriptions of movements, tactile props for materials, buddy system for guidance
hearing impairment
- Visual cues for drum beats, demonstration-led instruction, vibrating drum for tactile feedback
physical disability
- Seated versions of movements, hand/arm movements only, adapted falling actions
Cross-Curricular Links
English
Story comprehension, sequencing events, vocabulary development (light, heavy, materials)
Maths
Counting drum beats, understanding concepts of more/less (wind strength)
Science
Material properties, forces (wind), cause and effect relationships
PSHE
Following instructions, taking turns, showing empathy for story characters
Teacher Guidance
Positioning
Stand where all students are visible, move around space to support individuals
Observation Focus
Watch for safe movement, creative interpretation, and emotional responses
Intervention Points
Step in when students need safety support or movement guidance
Demonstration Notes
Use exaggerated movements to show clear contrasts, model safe falling techniques
Verbal Cues
- •'Light like feathers!'
- •'Heavy like rocks!'
- •'Listen to the drum!'
- •'Show me with your whole body!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 6m x 6m clear space for 30 Reception students
Surface Check
Non-slip surface, clear of obstacles and sharp edges
Equipment Safety
Safety Checks
- •Check drum is not too loud for young ears
- •Ensure story book has no sharp corners
- •Test music volume at appropriate level
Risk Management
Key Risks
- •Falls during 'blown away' movements
- •Collisions during free movement
- •Dizziness from spinning actions
- •Overexcitement during wolf theme
Risk Mitigation
- •Teach safe falling techniques (knees first, rolling)
- •Maintain adequate spacing between students
- •Limit spinning to short bursts with rest periods
- •Monitor emotional responses to story elements
Supervision & Emergency Procedures
Supervision Points
- •Position to see all students during movement
- •Stay mobile to assist with falling safely
- •Watch for signs of overexertion or distress
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid and emotional support