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Lesson 5 - Creating Movement Sequences

From Seed to Flower: Creative Movement Through Natural Growth

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Year 1

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Dance

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45 min

Big Question

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

Music Player

3.5 tracks, 2-3 minutes each

Position centrally for clear audio throughout space

Alternative: Tablet/phone with portable speaker

Pictures

10-15 varied images

Large enough for whole class to see clearly

Alternative: Printed photos, tablet images, or picture books

Key Vocabulary

Champion dancers

Dancers who move with control, respond to rhythm, and perform with confidence

Movement sequence

A series of movements performed one after another in a planned order

Rhythm

The beat or pattern in music that we can move our bodies to

Balance

Staying still and steady in one position without wobbling

Dynamics

How we can move - fast or slow, strong or gentle, big or small

Improvisation

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

Students can sustain movement sequences for 30+ seconds

Clear differentiation between different types of movements

Evidence of listening and responding to musical changes

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