Lesson 4 - Three Little Pigs Movement Response
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 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
Test audio levels before lesson
Alternative: Tablet or phone with speakers
Prepare cue points for story sections
Alternative: Nursery rhyme compilation, instrumental music
Have ready for pre-lesson story time
Alternative: Story cards, pictures, or digital version
Mark safe movement boundaries
Alternative: Spots, bean bags
Key Vocabulary
Moving from one place to another using different actions
Dancers who move with control, listen carefully and show clear actions
Moving your body to represent a person or animal from a story
The beat or pattern in music that we can move to
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
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