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Lesson 4 - Three Little Pigs Movement Response

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 use our bodies to tell the story of the Three Little Pigs through movement?

Learning Objectives

To explore larger scale travelling movements responding to words and music
To create and perform movements that represent different characters from the story
To develop control and coordination whilst moving in relation to music

Key Outcomes

Students will move with control showing big, clear actions
Students will create different movements for wolf and pig characters
Students will respond to musical cues and story prompts

Equipment & Resources Required

Music Player

Test audio levels before lesson

Alternative: Tablet or phone with speakers

Matilda Soundtrack

1 playlist

Prepare cue points for story sections

Alternative: Nursery rhyme compilation, instrumental music

Storybook

Have ready for pre-lesson story time

Alternative: Story cards, pictures, or digital version

Markers Cones

4-6

Mark safe movement boundaries

Alternative: Spots, bean bags

Key Vocabulary

Travelling

Moving from one place to another using different actions

Champion dancers

Dancers who move with control, listen carefully and show clear actions

Character movement

Moving your body to represent a person or animal from a story

Rhythm

The beat or pattern in music that we can move to

Control

Moving your body exactly how you want it to move

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic travelling movements (walking, running)
Simple body awareness and control
Following simple instructions

Current Skills

Large scale travelling movements
Character representation through movement
Responding to musical and story cues

Next Steps

Sequence building with multiple movements
Partner and group choreography
More complex story interpretation

Milestone Indicators

Clear differentiation between character movements

Sustained movement sequences

Creative interpretation of story elements

Key Teaching Points

Characters should have clearly different movement qualities - sneaky wolf vs bouncy pig
Maintain story context throughout to engage imagination and motivation
Build sequences gradually from simple to complex movements
Use music and story prompts to enhance character work
Encourage creative interpretation while maintaining safety
Provide regular opportunities for rest and reflection
Connect movements to familiar story elements for engagement

Common Misconceptions

All character movements should be the same - encourage individual interpretation
Bigger movements are always better - focus on controlled, clear movements
The wolf should be scary - emphasise playful, pantomime-style wolf character
Fast movements are more impressive - teach that control is more important than speed
Only one way to move for each character - encourage variety and creativity

SEN Adaptations

ADHD

Regular movement breaks built in, clear start/stop signals, shorter activity segments with frequent changes

dyspraxia

Simplify movement sequences, provide extra practice time, break down complex movements into steps

autism spectrum

Provide clear routine structure, use visual schedule for lesson sections, offer quiet space if needed

visual impairment

Use audio cues for character changes, describe movements verbally, provide tactile boundaries for space

hearing impairment

Use visual signals for character changes, demonstrate all movements clearly, use hand signals

physical disability

Adapt movements to seated or supported positions, focus on upper body character work, modified travelling

Cross-Curricular Links

English

Story comprehension, character analysis, sequencing events, vocabulary development through movement

Maths

Counting movements in sequences, understanding patterns, spatial concepts (high/low, fast/slow)

Science

Understanding how bodies move, exploring different ways animals move, investigating forces in movement

PSHE

Following instructions, cooperation in shared space, empathy through character work, building confidence

Teacher Guidance

Positioning

Stand where all children can see and hear, move around space during activities

Observation Focus

Watch for character understanding, movement quality, spatial awareness, cooperation

Intervention Points

Step in if movements become too rough, children lose control, or safety is compromised

Demonstration Notes

Use clear, exaggerated movements for character work, show transitions slowly first

Verbal Cues

•'Show me champion dancer control'
•'Remember your character - how does a pig/wolf move?'
•'Find your own space, away from others'
•'Listen to the story in your movement'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, suitable for travelling movements

Surface Check

Clean, dry, non-slip surface suitable for jumping and running

Equipment Safety

Safety Checks

•Music volume at appropriate level
•No trailing cables from audio equipment
•Clear boundaries marked if needed

Risk Management

Key Risks

•Collisions during travelling movements
•Falls during jumping activities
•Overexcitement leading to loss of control

Risk Mitigation

•Clear space boundaries established
•Controlled warm-up to prepare bodies
•Regular stops to check control and safety
•Adequate space between children during activities

Supervision & Emergency Procedures

Supervision Points

•Position to see all children during travelling
•Monitor energy levels and adjust pace
•Watch for signs of overexertion

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or support