Lesson 5 - Creating Movement Sequences
From Seed to Flower: Creative Movement Through Natural Growth
•Year 1
•Dance
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How can we move like champion dancers and bring flowers to life through movement?
Learning Objectives
- To use improvisation to explore various dynamics and movement qualities
- To create movement sequences that represent flowers using jump, turn and balance
- To perform movement sequences with control and in response to music rhythm
Key Outcomes
- Students will create their own flower-inspired movement sequence
- Students will perform with big, clear actions that respond to music
- Students will understand what makes a 'champion dancer'
Equipment & Resources Required
Position centrally for clear audio throughout space
Alternative: Tablet/phone with portable speaker
Large enough for whole class to see clearly
Alternative: Printed photos, tablet images, or picture books
Key Vocabulary
Dancers who move with control, respond to rhythm, and perform with confidence
A series of movements performed one after another in a planned order
The beat or pattern in music that we can move our bodies to
Staying still and steady in one position without wobbling
How we can move - fast or slow, strong or gentle, big or small
Making up movements on the spot without planning them first
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and movement control
- Simple response to music and rhythm
- Understanding of different body parts
Current Skills
- Creating imaginative movement sequences
- Combining jump, turn and balance movements
- Moving with increased control and expression
Next Steps
- Developing more complex movement combinations
- Working collaboratively to create group sequences
- Refining performance quality and expression
Milestone Indicators
Key Teaching Points
- Emphasise 'champion dancer' identity throughout to build confidence and engagement
- Maintain flower imagery consistently to support imagination and movement quality
- Use music responsively - adapt tempo and mood to support different movement qualities
- Encourage individual interpretation rather than copying - celebrate diversity in flower types
- Build sequences progressively - warm-up to exploration to skill development to performance
- Create supportive performance opportunities with appreciative audience skills
- Connect movement skills (jump, turn, balance) to meaningful imagery for better retention
Common Misconceptions
- That all flowers move the same way - address by showing variety in flower images and encouraging diverse interpretations
- That dancing must be 'pretty' or 'perfect' - emphasise expression and storytelling over technical perfection
- That music must be followed exactly - teach responsive rather than rigid relationship with musical accompaniment
- That performance requires audience - develop understanding that dance is for personal expression as well as sharing
- That improvisation means 'anything goes' - guide structured exploration within flower theme and movement framework
SEN Adaptations
ADHD
- Include frequent movement opportunities, provide clear structure and transitions, use timer for activities, offer leadership roles
dyspraxia
- Break down movements into smaller steps, provide extra practice time, use verbal cues alongside demonstrations, focus on effort over perfect execution
autism spectrum
- Provide visual schedule of lesson sections, allow for sensory breaks, offer fidget tools during listening parts, prepare students for music volume changes
visual impairment
- Provide tactile flower samples, use clear verbal descriptions of movements, ensure music has strong rhythmic elements, buddy system for spatial orientation
hearing impairment
- Use visual demonstrations extensively, provide written instructions, use vibrations or visual cues for rhythm, ensure clear sight lines for all students
physical disability
- Adapt movements to seated or supported positions, focus on upper body expression, provide alternative ways to show flower qualities, ensure wheelchair accessibility
Cross-Curricular Links
English
Descriptive language development, storytelling, vocabulary expansion related to nature and movement
Science
Plant growth and development, observation skills, understanding life cycles
Art
Colour theory, observational drawing, creative expression and imagination
Music
Rhythm and beat recognition, responding to tempo and mood in music
PSHE
Self-confidence, creativity, appreciation of others, supportive peer relationships
Teacher Guidance
Positioning
Central location during demonstrations, circulating during individual work for maximum visibility and support
Observation Focus
Watch for creative expression, rhythm awareness, safe movement practices, and peer interaction quality
Intervention Points
Step in if students struggling with imagination, safety concerns arise, or to redirect off-task behaviour
Demonstration Notes
Always demonstrate movements clearly and enthusiastically, use flower imagery consistently, show both simple and extended versions of each skill
Verbal Cues
- •'Big, clear movements like champion dancers!'
- •'Listen to the music with your whole body!'
- •'What story is your flower telling us?'
- •'Can you make that movement even more beautiful?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, preferably larger for 30 students
Surface Check
Safe, non-slip flooring suitable for jumping and turning movements
Equipment Safety
Safety Checks
- •Music equipment positioned safely away from movement area
- •Flower images secured and not creating trip hazards
- •No sharp edges or protruding objects in movement space
Risk Management
Key Risks
- •Collisions during dynamic movement
- •Falls during jumping or turning
- •Dizziness from spinning movements
- •Overexertion during extended activity
Risk Mitigation
- •Clear spacing guidelines and boundaries established
- •Progressive skill building from simple to complex movements
- •Regular reminders about spatial awareness
- •Rest breaks built into lesson structure
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Circulate during individual work to monitor safety
- •Watch for signs of fatigue or dizziness
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, seek additional help if needed