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Lesson 1 - Creating Mini Beast Movements

Mini Beast Adventures Through Creative Movement

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Year 1

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Dance

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45 min

Big Question

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

Tunnel Systems

Position for clear sound throughout hall

Alternative: Portable speaker, tablet with external speaker

Whiteboards

Visible to all students in gathering area

Alternative: Large paper, interactive whiteboard

Sun Markers

2-3

Different colours for mind map creation

Alternative: Felt tip pens, chalk

Music Player

Prepare tracks: 'Ugly Bug Ball', 'Circus Bugs', 'Time of Your Life'

Alternative: Individual tracks on separate device

Key Vocabulary

Choreography

Creating and arranging dance movements in a sequence

Dynamics

How we perform movements - fast, slow, strong, gentle

Levels

High (standing/jumping), middle (walking), low (crawling/kneeling)

Timing

Moving in time with the music or counting the beat

Improvise

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

Students show increased body control and coordination

Movements become more expressive and character-specific

Students demonstrate improved timing and rhythm

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