Lesson 1 - Creating Mini Beast Movements
Mini Beast Adventures Through Creative Movement
•Year 1
•Dance
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How can we use our bodies to move like mini beasts and tell their stories through dance?
Learning Objectives
- To move safely and creatively in space whilst exploring mini beast themes
- To use descriptive words from a mind map to create different movement patterns
- To demonstrate different types of travel showing good timing and use of levels
Key Outcomes
- Students will create and perform simple movement patterns inspired by mini beasts
- Students will contribute ideas to a theme-based mind map and translate them into movements
- Students will develop the first 16 counts of a 32 count Mini Beasts motif
Equipment & Resources Required
Position for clear sound throughout hall
Alternative: Portable speaker, tablet with external speaker
Visible to all students in gathering area
Alternative: Large paper, interactive whiteboard
Different colours for mind map creation
Alternative: Felt tip pens, chalk
Prepare tracks: 'Ugly Bug Ball', 'Circus Bugs', 'Time of Your Life'
Alternative: Individual tracks on separate device
Key Vocabulary
Creating and arranging dance movements in a sequence
How we perform movements - fast, slow, strong, gentle
High (standing/jumping), middle (walking), low (crawling/kneeling)
Moving in time with the music or counting the beat
Making up movements as you go, being creative
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and spatial understanding
- Simple copying of movements and actions
- Following simple instructions and rules
Current Skills
- Creating theme-based movements and shapes
- Using different levels and dynamics in movement
- Working collaboratively to develop choreography
Next Steps
- Developing longer dance sequences with clear beginning, middle and end
- Using partner work to create more complex choreography
- Performing with increased confidence and expression
Milestone Indicators
Key Teaching Points
- Always demonstrate movements clearly before students attempt them
- Use the mind map throughout lesson to reinforce vocabulary and ideas
- Focus on quality of movement rather than quantity - encourage expression and character
- Build confidence through positive feedback and appropriate challenge levels
- Connect all movements back to mini beast characteristics for meaningful learning
- Maintain clear structure while allowing creative exploration within boundaries
- Use talking partners consistently to develop communication and collaboration skills
Common Misconceptions
- Thinking that faster movements are always better - emphasise control and expression over speed
- Believing they must copy exactly - encourage personal interpretation within the framework
- Focusing only on arms for butterfly movements - encourage whole body involvement
- Rushing through sequences without attention to timing - practice slowly first
- Performing without character or expression - model how movements can tell stories
SEN Adaptations
ADHD
- Use shorter activity bursts, provide movement breaks, clear boundaries and expectations, positive reinforcement
dyspraxia
- Break movements into smaller steps, allow extra practice time, use visual and verbal cues together, celebrate effort over perfection
autism spectrum
- Provide clear structure and routine, use visual schedule of activities, offer quiet space if overwhelmed, prepare for transitions
visual impairment
- Use clear verbal descriptions of movements, provide tactile guidance, use contrasting coloured equipment, ensure good lighting
hearing impairment
- Use visual demonstrations and gesture cues, provide written instructions, use visual rhythm patterns, position for lip reading
physical disability
- Adapt movements for wheelchair users or limited mobility, focus on upper body or achievable movements, use peer support
Cross-Curricular Links
English
Vocabulary development through mind mapping, descriptive language for movement qualities, speaking and listening skills in partner work
Maths
Counting beats and sequences, understanding patterns and symmetry in movement, spatial concepts
Science
Learning about mini beast characteristics, habitats, and movement patterns in nature
Art
Creative expression through movement, understanding of rhythm and pattern, developing aesthetic appreciation
PSHE
Cooperation and teamwork, giving and receiving feedback positively, building confidence through performance
Teacher Guidance
Positioning
Move around the space to observe all students, return to central position for demonstrations
Observation Focus
Watch for spatial awareness, movement quality, cooperation, and engagement levels
Intervention Points
Step in when students need movement support, safety reminders, or confidence building
Demonstration Notes
Always demonstrate movements clearly before asking students to copy, use exaggerated movements for visibility, count rhythmically and consistently
Verbal Cues
- •'Find your own space with arms stretched wide'
- •'Show me gentle butterfly movements'
- •'Use your whole body to show the character'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall space 15m x 10m, clear of obstacles with safe flooring
Surface Check
Non-slip floor surface, checked for wet areas or debris before lesson
Equipment Safety
Safety Checks
- •Audio equipment positioned safely away from movement area
- •Cables secured and not creating trip hazards
- •Volume levels appropriate for space and activity
Risk Management
Key Risks
- •Slips and falls during dynamic movements
- •Collisions during free movement sections
- •Overexertion during physical activity
- •Strain injuries from poor technique
Risk Mitigation
- •Clear movement boundaries established and maintained
- •Adequate spacing between students during all activities
- •Progressive warm-up and cool-down procedures
- •Continuous monitoring of effort levels and technique
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during movement
- •Move around space during exploration phases
- •Monitor high-energy sections closely for safety
Emergency Procedures
Stop activity immediately if injury occurs, assess severity, provide appropriate first aid or seek medical assistance