Lesson 1 - Exploring Colour Through Movement
Themed Movement Exploration
•Reception
•Dance
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can colours make our bodies move in different ways?
Learning Objectives
- Explore colour stimulus using a range of actions in dance
- Choreograph a short sequence combining different movements
- Describe how actions relate to colour feelings and emotions
Key Outcomes
- Students will create movement sequences inspired by colours
- Students will work cooperatively with partners to explore dance
- Students will express feelings and emotions through movement
Equipment & Resources Required
Spread around the dance space with clear pathways between them
Alternative: Coloured hoops, coloured mats, or coloured paper circles
Keep ready to distribute during Task 2
Alternative: Coloured scarves, coloured paper, or coloured cards
Test volume levels before lesson starts
Alternative: Tablet with portable speaker
Display at child eye level around the dance space
Alternative: Simple colour pictures with emotion words
Have ready for 'sleeping' activity in Task 2
Alternative: Nature sounds or gentle instrumental music
Key Vocabulary
A series of movements performed one after another
Something that inspires or causes a reaction (like colours inspiring movement)
Planning and arranging dance movements
Showing feelings through our face and body movements
Making different parts of your body work together smoothly
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and control
- Following simple instructions
- Understanding of basic colours
Current Skills
- Responding to colour stimulus through movement
- Creating simple movement sequences
- Working cooperatively with partners
Next Steps
- Developing more complex choreographic ideas
- Improving timing and coordination
- Exploring different dance stimuli
Milestone Indicators
Key Teaching Points
- Connect every movement clearly to the colour stimulus and emotions
- Encourage creativity and personal interpretation rather than copying
- Use imagery and storytelling to help children understand movement quality
- Build sequences gradually from individual movements to flowing combinations
- Celebrate variety in responses - there are no 'wrong' colour connections
- Support collaboration through structured partner work
- Create safe, supportive atmosphere for performance and sharing
Common Misconceptions
- Children thinking there are 'correct' movements for each colour - emphasise personal interpretation
- Belief that movements must be big and energetic - show how gentle, small movements can be equally expressive
- Partners must move identically - encourage complementary rather than identical movements
- Sequences must be long and complex - demonstrate that simple, clear sequences are more effective
- Only bright colours inspire movement - explore how all colours, including neutral ones, can create movement
SEN Adaptations
ADHD
- Regular movement breaks, clear boundaries for activities, shorter discussion periods with physical activity
dyspraxia
- Simplified movement patterns, extra practice time, visual demonstrations of each movement, partner support
autism spectrum
- Clear structure with predictable routine, visual schedule showing lesson sections, quiet space available if needed
visual impairment
- Use high contrast coloured materials, verbal descriptions of colours and movements, tactile colour cards with different textures
hearing impairment
- Visual demonstrations of all instructions, use of visual colour cues, partner support for communication
physical disability
- Seated movement options, adapted movements using available body parts, upper body focus for wheelchair users
Cross-Curricular Links
Teacher Guidance
Positioning
Move around the room during activities, position in centre for circle time, at edge during performances
Observation Focus
Watch for creative movement choices, note collaboration skills, monitor safety during exploration
Intervention Points
Step in if children struggling with colour connections, support shy children in sharing, manage over-excited behaviour
Demonstration Notes
Use your own body expressively to show colour connections, exaggerate movements for clarity, join in with children's explorations
Verbal Cues
- •'Show me how that colour makes your body want to move!'
- •'What does your colour feel like in your arms?'
- •'Can you make your movement even bigger/smaller/smoother?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space minimum 8m x 10m, clear of obstacles and tripping hazards
Surface Check
Clean, non-slip surface suitable for sitting and moving, check for any spills or debris
Equipment Safety
Safety Checks
- •Coloured cones stable and not sharp edges
- •Fabric pieces clean and appropriate size (not too large to cause tripping)
- •Music equipment secured and volume tested
Risk Management
Key Risks
- •Collisions during warm-up weaving activities
- •Over-excitement leading to unsafe movement
- •Fabric materials causing slips or entanglement
Risk Mitigation
- •Clear boundaries established for movement activities
- •Adequate spacing maintained between pairs during work
- •Regular reminders about controlled, safe movement
- •Teacher positioned for maximum visibility of all children
Supervision & Emergency Procedures
Supervision Points
- •Position to see all children during weaving warm-up
- •Move around room during partner work to monitor
- •Ensure clear sightlines during performances
Emergency Procedures
Stop activity immediately if unsafe behaviour observed, assess any injuries, provide appropriate first aid, contact office if needed