Lesson 1 - Mini Beast Movements
Choreography & Storytelling
•Year 2
•Dance
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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
Position where all students can hear clearly
Alternative: Portable bluetooth speaker, tablet with amplification
Visible to all students when seated in listening area
Alternative: Large paper sheets, interactive whiteboard
Different colours for mind map creation
Alternative: Chalk, dry wipe markers
'Ugly Bug Ball' and 'Circus Bugs' or suitable alternatives
Alternative: Alternative bug/nature themed music if specific tracks unavailable
Key Vocabulary
Creating and arranging dance movements in a sequence
The height at which movements are performed - high, medium, or low
Moving in time with the music or at the right speed
How movements are performed - fast or slow, strong or gentle
A visual way of organising ideas and words around a central theme
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
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