Lesson 1 - Penguin Huddle Movement
Movement Storytelling
•Year 2
•Dance
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How can we use our bodies to create movements that tell the story of penguins huddling together for warmth?
Learning Objectives
- Explore whole body actions to create movements as a group and in pairs
- Apply the idea of a theme to a dance using penguin imagery
- Compose a dance phrase which responds to visual stimulus
Key Outcomes
- Students will perform controlled movements inspired by penguin behaviour
- Students will create a short dance sequence in pairs
- Students will demonstrate understanding of unison and timing in dance
Equipment & Resources Required
Display where all students can see clearly
Alternative: Video clips of penguins, penguin books
Position for clear sound throughout hall
Alternative: Piano, simple percussion
Keep within teacher's reach for timing cues
Alternative: Clapping, drum
Key Vocabulary
A group of people or animals crowded together for warmth or protection
Moving at the same time together
A series of movements performed one after another
High, middle, and low positions of the body
The route or direction we travel when moving
Moving our body exactly how we want it to move
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and control
- Understanding of personal space
- Experience of moving to simple counts
Current Skills
- Creating movements inspired by animals
- Working cooperatively in pairs
- Performing movements with controlled timing
Next Steps
- Developing more complex dance sequences
- Using different dynamics in movement
- Creating group choreography
Milestone Indicators
Key Teaching Points
- Emphasise slow, controlled movements throughout to maintain penguin character
- Use counting structure (1-2-3-4) to develop timing and coordination
- Focus on safe partner connections and cooperative work
- Connect all movements back to real penguin behaviour for meaningful learning
- Encourage creative interpretation within the penguin theme
- Build confidence through positive feedback and celebration of effort
- Develop group unity through shared huddle experiences
Common Misconceptions
- Students may think penguins move quickly - emphasise slow, deliberate movements
- Some may not understand huddle concept - explain warmth sharing clearly
- Partners may compete rather than cooperate - stress working together
- May rush through counts - reinforce slow timing with clear demonstration
- Could focus on individual work - emphasise group and pair collaboration
SEN Adaptations
ADHD
- Regular movement breaks built in, clear boundaries for partner work, frequent positive reinforcement
dyspraxia
- Simplified movement sequences, extra demonstration time, partner support for coordination
autism spectrum
- Clear visual schedule of lesson sections, quiet huddle space if needed, predictable routine structure
visual impairment
- Use clear verbal descriptions of penguin movements, tactile guidance for partner positions, audio cues for timing
hearing impairment
- Visual demonstrations of all movements, visual counting cues, vibration for rhythm if available
physical disability
- Seated penguin movements, upper body huddle formations, adapted partner connections
Cross-Curricular Links
English
Descriptive vocabulary for movement, following and giving instructions, performance communication
Maths
Counting in fours, timing and rhythm, creating patterns and sequences
Science
Animal behaviour and adaptation - why animals huddle for warmth, Antarctic environment
Art
Observational skills when looking at penguin images, creating visual representations of movement
Geography
Antarctica and polar regions - where penguins live, climate and environment
Teacher Guidance
Positioning
Stand at edge of activity area with clear sightlines to all students, move around during partner work
Observation Focus
Watch for controlled movements, safe partner interactions, and engagement with penguin theme
Intervention Points
Step in if students moving too quickly, partners not cooperating, or unsafe physical contact
Demonstration Notes
Demonstrate: Exaggerate slow movements for clarity, show safe partner connections, model penguin characteristics clearly
Verbal Cues
- •'Slow penguin movements!'
- •'Count together: 1, 2, 3, 4!'
- •'Stay close like real penguins!'
- •'Help your penguin partner!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 12m clear space, suitable for 30 students moving simultaneously
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Penguin pictures securely displayed to avoid falling
- •Music system positioned safely away from movement area
- •No loose equipment in movement space
Risk Management
Key Risks
- •Collisions during group huddle formations
- •Slips during slow movements and crouching
- •Loss of balance during partner work
Risk Mitigation
- •Clear spacing guidelines for huddle formation
- •Emphasis on slow, controlled movements throughout
- •Safe partner connection techniques demonstrated
- •Adequate supervision during partner work
Supervision & Emergency Procedures
Supervision Points
- •Position with clear view of all students during huddle formation
- •Monitor partner work for safe physical connections
- •Watch for students struggling with balance during crouching sequences
Emergency Procedures
Stop activity immediately if any student shows discomfort, appropriate first aid for any minor injuries