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Lesson 1 - Mini Beast Movements

Choreography & Storytelling

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Year 2

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Dance

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45 min

Big Question

How can we use our bodies to tell the story of mini beasts through movement and dance?

Learning Objectives

To move safely and creatively in space whilst exploring mini beast themes
To use descriptive words from our mind map to create different movements showing good timing and use of levels
To develop the first 16 counts of our 32 count Mini Beasts Motif using collaborative choreography

Key Outcomes

Students will contribute theme-related words to create a collaborative mind map
Students will translate words and ideas into creative shapes, movements and actions
Students will perform simple movement patterns with improved timing and control

Equipment & Resources Required

Music Player

Position where all students can hear clearly

Alternative: Portable bluetooth speaker, tablet with amplification

Whiteboards

Visible to all students when seated in listening area

Alternative: Large paper sheets, interactive whiteboard

Sun Markers

2-3

Different colours for mind map creation

Alternative: Chalk, dry wipe markers

Music Tracks

'Ugly Bug Ball' and 'Circus Bugs' or suitable alternatives

Alternative: Alternative bug/nature themed music if specific tracks unavailable

Key Vocabulary

Choreography

Creating and arranging dance movements in a sequence

Levels

The height at which movements are performed - high, medium, or low

Timing

Moving in time with the music or at the right speed

Dynamics

How movements are performed - fast or slow, strong or gentle

Mind Map

A visual way of organising ideas and words around a central theme

Motif

A short dance phrase that can be repeated and developed

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic body awareness and spatial understanding
Simple locomotor movements (walking, running, hopping)
Ability to follow simple instructions and copy movements

Current Skills

Creating theme-related movements and shapes
Using levels and timing in dance sequences
Translating descriptive words into physical movements

Next Steps

Developing longer, more complex dance sequences
Adding dynamics (fast/slow, strong/gentle) to movements
Creating partner and group choreography

Milestone Indicators

Students can clearly represent different mini beasts through movement

Movements show good timing and control

Students can remember and repeat short sequences

Key Teaching Points

Create a safe, encouraging environment where all students feel confident to move creatively
Use the mind map as a central tool to generate ideas and expand vocabulary throughout the lesson
Emphasise quality over quantity - better to perfect simple movements than rush through complex ones
Build the 16-count sequence gradually, ensuring students can remember each section before adding more
Model positive feedback language and encourage students to use specific dance vocabulary
Connect all movements back to the mini beast theme to maintain focus and engagement
Allow for individual interpretation while maintaining clear structure and timing

Common Misconceptions

Students may think there is only one 'correct' way to represent each mini beast - emphasise creative interpretation
Children might focus only on arms when creating movements - encourage whole body involvement
Some may believe faster movements are always better - teach that control and timing are more important
Students might think they need to be perfect immediately - emphasise that dance is about practice and improvement
Children may avoid performing due to self-consciousness - create supportive, encouraging atmosphere

SEN Adaptations

ADHD

Include regular movement breaks, provide clear boundaries, offer choice in participation level

dyspraxia

Break movements into smaller steps, provide extra practice time, use partner support systems

autism spectrum

Provide clear structure and routine, offer quiet observation time, use visual schedules for lesson sequence

visual impairment

Use verbal descriptions of movements, provide tactile guidance, ensure good contrast in visual aids

hearing impairment

Use visual cues and demonstrations, provide written instructions, use vibrations for rhythm

physical disability

Adapt movements for seated/supported positions, modify range of motion, provide alternative creative expression

Cross-Curricular Links

English

Vocabulary development through mind mapping, speaking and listening during discussions

Science

Learning about mini beast characteristics, habitats and movement patterns

PSHE

Building confidence, cooperation skills, and giving constructive feedback to peers

Teacher Guidance

Positioning

Central position where all students can see demonstrations, move around during exploration phases

Observation Focus

Watch for creative interpretation, safe movement choices, and engagement levels

Intervention Points

Step in to support struggling students, redirect unsafe movement, enhance good examples

Demonstration Notes

Always demonstrate movements clearly and exaggerate key features for visibility

Verbal Cues

•'Find your own space with arms stretched wide'
•'Freeze like a statue when the music stops'
•'Show me strong, clear movements'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 8m x 8m, clear of obstacles and hazards

Surface Check

Clean, dry, non-slip floor surface suitable for dance movement

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Whiteboard secured and markers capped when not in use
•No trailing wires from music equipment

Risk Management

Key Risks

•Collisions between students during energetic movement
•Slips and falls during turning or jumping movements
•Overexertion during warm-up or main activities

Risk Mitigation

•Clear personal space boundaries established and maintained
•Progressive warm-up to prepare muscles appropriately
•Teacher positioning for maximum visual supervision
•Regular reminders about spatial awareness

Supervision & Emergency Procedures

Supervision Points

•Position for clear sight lines across all movement areas
•Monitor spacing during group work
•Watch for signs of fatigue or overexertion

Emergency Procedures

Stop all movement immediately, assess situation, provide appropriate first aid if needed, follow school protocols