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Lesson 4 - Seasons Movement Expression

Machines & Forces Dance

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Year 3

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Dance

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1h 17min

Big Question

How can we use our bodies to tell the story of changing seasons through movement and dynamics?

Learning Objectives

To remember and repeat actions accurately in sequence
To use shapes and movements which relate to seasonal ideas
To use contrasting dynamics to clearly show different phrases

Key Outcomes

Students will perform a structured autumn dance phrase with accurate timing
Students will create original movements representing seasonal characteristics
Students will demonstrate understanding of dynamics through contrasting winter and autumn movements

Equipment & Resources Required

Tunnel Systems

Position centrally for clear sound throughout space

Alternative: Portable speaker or tablet with good volume

Science Videos

Cued and ready to play for skill development section

Alternative: Teacher demonstration if video unavailable

Music Tracks

Test volume levels before lesson begins

Alternative: Classical music with varying tempo and mood

Beats Audio

Ready as first track to play

Alternative: Gentle, building instrumental music

Cards

Visible to all students for reference

Alternative: Whiteboard with seasons written and simple pictures

Key Vocabulary

Dynamics

How the movement or action is performed - the quality of movement

Phrase

A sequence of movements that go together, like a sentence in dance

Levels

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

Transition

The movement that connects one position or shape to another

Balance

Holding a still position using muscle control and body awareness

Sequence

A series of movements performed one after another in order

Skill Progression Pathway

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

Prior Learning

Basic body awareness and spatial understanding
Simple travelling movements like walking and skipping
Understanding of high, medium and low levels

Current Skills

Creating and remembering 8-count phrases
Using dynamics to express ideas
Linking movements into flowing sequences

Next Steps

Creating more complex dance narratives
Working collaboratively to create group choreography
Using more sophisticated dynamics and timing

Milestone Indicators

Students can perform the autumn phrase independently

Students show clear contrast between autumn and winter dynamics

Students demonstrate understanding of counts and timing

Key Teaching Points

Emphasise the contrast between autumn and winter dynamics throughout
Use clear counting and timing to support sequence learning
Encourage whole-body engagement rather than just arm movements
Connect all movements back to seasonal themes and imagery
Provide opportunities for creative expression within structured framework
Build performance confidence through supportive atmosphere
Reinforce dance vocabulary consistently throughout lesson

Common Misconceptions

All seasonal movements must be literal - teach that abstract expression is equally valid
Dynamics only apply to how fast/slow you move - explain that dynamics include force, flow, and quality
Dance must be perfect - emphasise expression and creativity over technical perfection
Only certain students are 'good at dance' - celebrate all attempts and improvements
Autumn and winter are sad seasons - show that they can be beautiful and powerful

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries, offer leadership roles for engagement

dyspraxia

Simplify movement sequences, allow extra practice time, pair with supportive partner for confidence

autism spectrum

Provide clear structure and routine, offer quiet space if overwhelmed, use visual schedules for lesson sequence

visual impairment

Use clear verbal descriptions of movements, provide tactile guidance for positions, ensure good lighting for any visual demonstrations

hearing impairment

Ensure visual demonstrations are clear, use visual counting cues, provide vibration cues for timing if available

physical disability

Adapt movements for seated position, focus on upper body expression, modify balances for individual capabilities

Cross-Curricular Links

English

Vocabulary development with seasonal and movement words, descriptive language for dynamics

Science

Seasonal changes in nature, weather patterns, force and movement concepts

Art

Visual representation of seasons, shape and form in artistic expression

Geography

Understanding of seasonal patterns around the world, weather and climate

Music

Rhythm and timing, responding to musical cues and tempo changes

PSHE

Self-expression, confidence building, respect for others' creative ideas

Teacher Guidance

Positioning

Position centrally for demonstrations, move around perimeter during practice to observe all students

Observation Focus

Watch for understanding of dynamics, quality of seasonal expression, spatial awareness and safety

Intervention Points

Step in if students struggling with timing, need creative support, or safety concerns arise

Demonstration Notes

Demonstrate with clear dynamics, exaggerate seasonal qualities for visibility, break complex movements into parts

Verbal Cues

•'Slow and controlled for autumn!'
•'Sharp and spiky for winter!'
•'Use your whole body!'
•'Count with the music!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, suitable for spinning and travelling movements

Surface Check

Non-slip floor surface, clear of obstacles and hazards

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•Cables secured and not creating trip hazards
•Volume at appropriate level to prevent hearing damage

Risk Management

Key Risks

•Dizziness from spinning movements
•Collisions during travelling activities
•Loss of balance during winter balance work
•Slips during dynamic movements

Risk Mitigation

•Teach controlled spinning technique with focus point
•Establish clear movement pathways and personal spaces
•Ensure adequate spacing for balance work
•Remind students to move at controlled speeds
•Monitor students for signs of dizziness or fatigue

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Pay particular attention during spinning activities
•Monitor balance work for stability and safety
•Watch for appropriate energy levels throughout

Emergency Procedures

Stop activity immediately if injury occurs, provide appropriate first aid, have clear evacuation routes identified