year group: r theme/stimulus: stories- fairy tales section ... · evaluation/post lesson notes :...

Year Group: R Theme/Stimulus: Stories- Fairy Tales Section 1 Goldilocks and the Three Bears Learning Outcomes: • Move with confidence, imagination and in safety • Move with control and co-ordination • Show awareness of space, of themselves and of others • Use their imagination in dance, imaginative role play and stories • Express and communicate their ideas, thoughts and feelings by using a widening

range of movement • Recognise the changes that happen to their bodies when they are active

NCPE PoS / Links: Foundation Stage Profile: Physical Development, Creative development.

Vocabulary: Travel, body shapes and sizes- big, medium, small, levels- high, low, fall, curl.

Warm up: KUFH: before the start of activity monitor breathing, heart beat and temperature. Use hands to indicate a scale. Taps- Tap eight times on your heads, try to keep an even beat. Move to your shoulders and tap for eight. Repeat this on hips, knees, ankles and toes. Repeat whole sequence again. Try with four beats, two beats and finally one beat. Appropriate stretches. KUFH: Revisit breathing heart beat and temperature scale. Discuss the changes that have happened to their bodies (see KUFH Top Dance KS1).

Teaching Points/Class Management/Differentiation (STEP) What, Where, How, with Whom This can be changed into a variety of different movements. Use waving instead of tapping, move the body parts in different ways, take the beats on a journey around the hall. Try and keep to the rhythm of the music or accompaniment.

Exploration: Fairy Tales- Goldilocks and the Three Bears, Jack and the Beanstalk, The Three Little Pigs Goldilocks and the Three Bears Read the story of Goldilocks and the Three Bears. Explain and show the three bears and discuss the differences in sizes- a big bear, a medium bear and a small bear. Use teacher directed imagery to explore dance actions/movements through retelling the story. Create actions and movement patterns to indicate different stages in the story. 1) The characters- Choose travelling actions to introduce the characters e.g. huge steps for Daddy Bear, medium

sized steps for Mummy Bear, tiny steps for Baby Bear and skipping for Goldilocks. 2) Goldilocks arrives at the house- use actions of knocking and opening the door, the smell of porridge, creeping

inside. 3) Bowls of porridge- use the children to show the different sized bowls- this could be copying your actions (e.g.

round shapes with the body), or the children could explore this on their own. Use facial expressions to show how hot the porridge is.

4) Three chairs- encourage the children to explore different actions and movements. Try to show a change of level or size- explore body shapes and balances. Use a curl or controlled fall for when the little chair breaks or change of speed from the shape/balance.

5) Three Beds- Explore the words hard and soft. How could these be shown through action/movement? Choose an action for each. Finish with Goldilocks curling up to go to sleep.

Discuss the movements with the class. Children can copy your movements or choose their own. Use demonstrations and try to encourage dance like actions. Take examples from the children to use within your dance. Allow the children time to explore each section. Use instruments to represent each character e.g. cymbal for Daddy Bear, drum for Mummy Bear and Bells for Baby Bear. Use the sounds as you retell the story and explore the dance movements/actions.

Selection, Composition and Development: Allow the children time to develop and select their actions/movements. Help them to remember their actions and movement patterns. Use repetition and practise each section.

Always demonstrate the idea. Reassure the less confident through encouragement and praise.

Perform, Appreciate and Evaluate: Divide the class into half. Allow half to perform and share ideas. Help the children to learn audience skills. They may wish to say what they liked about the performance and how it made them feel.

Focus on shapes and balances with control and quality e.g. dance like actions that are clear and exaggerated.

Cool Down: Follow the leader- Remain in your still shape. When this boy/girl taps you on the shoulder follow on behind by joining the back of their line. Finish with a line at the door.

Allow for calming down time. Make the movements slow and quiet. Use calming music.

Evaluation/Post Lesson Notes :

Accompaniment/Music/Equipment/Resources: Fairy Tale – Goldilocks and the Three Bears, sizes shown in pictures. Music suggestions: • Percussion instruments- cymbal, drum,

tambourine/bells • Toy Story CD

STEP Space, Task, Equipment, People

Year Group: R Theme/Stimulus: Stories- Fairy Tales Section 2 Jack and the Beanstalk

Learning Outcomes: • Move with confidence, imagination and in safety • Move with control and co-ordination • Show awareness of space, of themselves and of others • Use their imagination in dance, imaginative role play and stories • Express and communicate their ideas, thoughts and feelings by using a widening

range of movement • Recognise the changes that happen to their bodies when they are active


Vocabulary: Body parts, body actions, curl, twirl, straight, travel, speed.

Warm up: Monitor breathing, heart beat and temperature. Use hands to indicate a scale. Taps- Tap eight times on your heads, try to keep an even beat. Move to your shoulders and tap for eight. Repeat this on hips, knees, ankles and toes. Repeat whole sequence again. Try with four beats, two beats and finally one beat. Appropriate stretches. KUFH: Revisit breathing heart beat and temperature scale. Discuss the changes that have happened to their bodies (see KUFH Top Dance KS1).


Exploration: Fairy Tales- Goldilocks and the Three Bears, Jack and the Beanstalk, The Three Little Pigs Jack and the Beanstalk Read the story of Jack and the Beanstalk. Use teacher directed imagery to explore dance actions/movements through retelling the story. Create actions and movement patterns to indicate different stages in the story. 1) Magic Beans- Show pictures of growing beans at different stages e.g. seed, roots, shoot, leaves etc. How

could these be shown in our dance? Which body parts shall you use? Which body part should go first, last? Will they grow straight up or twirl around? Create a movement pattern.

2) The beanstalk- look up at the huge, enormous beanstalk and begin to climb. Think carefully about your actions. It’s a large beanstalk. Pause for rests or push through/between the leaves.

3) The castle- Arriving at the castle- how would you feel? How can we show this? Use facial expressions. Enter the castle, looking around.

4) The Giant- Enter the giant ‘Fee fi fo fum, I smell the blood of an Englishman, be he alive or be he dead, I’ll grind his bones to make my bread!’ How would a giant move? Encourage children to explore different actions. Use demonstrations.

5) The run- Form into partners; one is Jack, one is the Giant. Explore two different travelling actions for each character. The Giant follows Jack.

This is a good opportunity for cross-curricular links. Ask the children to grow their own seeds to observe- take pictures during its growth.



Cool Down: Follow the leader- Remain in your still shape. When this boy/girl taps you on the shoulder follow on behind by joining the back of their line. Finish with a line at the door.



Accompaniment/Music/Equipment/ Resources: Fairy Tale –Jack and the Beanstalk, pictures of seeds at different stages of germination. Music suggestions: • Percussion instruments- cymbal, drum,



Perform, Appreciate and Evaluate: Divide the class into half. Allow half to perform and share ideas. Help the children to learn audience skills. They may wish to say what they liked about the performance and how it made them feel.

Focus on the growth. Look for control and quality e.g. are the actions dance like?

Year Group: R Theme/Stimulus: Stories- Fairy Tales Section 3 The Three Little Pigs

Learning Outcomes: • Move with confidence, imagination and in safety • Move with control and co-ordination • Show awareness of space, of themselves and of others • Use their imagination in dance, imaginative role play and stories • Express and communicate their ideas, thoughts and feelings by using a widening range of

movement • Recognise the changes that happen to their bodies when they are active


Vocabulary: Body actions, body parts, travel, motif, circle, square.

Warm up: Taps- Tap eight times on your heads, try to keep an even beat. Move to your shoulders and tap for eight. Repeat this on hips, knees, ankles and toes. Repeat whole sequence again. Try with four beats, two beats and finally one beat. Appropriate stretches.


Exploration: Fairy Tales- Goldilocks and the Three Bears, Jack and the Beanstalk, The Three Little Pigs The Three Little Pigs Read the story of The Three Little Pigs. Use teacher directed imagery to explore dance actions/movements through retelling the story. Create actions and movement patterns to indicate different stages in the story. 1) Create a motif for ‘he huffed and he puffed and he blew the house down!’ Discuss and talk about each word.

Use actions to represent huffed, puffed and blew. Practise the motif. E.g: • Huffed- this is breathing in so take hands out in front of body and bring them in towards the waist, clenching

fists • Puffed- push hands out away from body with open hands • Blew- whirl or spiral slowly up and down 2) House of straw- explore the actions for gathering straw to make a straw house, perhaps bundling/scooping

gestures. Create an action/movement pattern. Perform action and finish in a circle to form the house. Choose a child to be the wolf. The wolf creeps around the outside of the circle. Perform motif. Move away from the circle on ‘blew’ by spiralling away.

3) House of sticks- explore the chopping of the wood. Create an action/movement pattern together. Perform action and form into a circle again but using a different body shape to show a house of sticks (perhaps a spiky shape). Choose a child to be the wolf- this could be the same or different person. The wolf creeps around the outside of the circle. Perform motif. Move away from the circle on ‘blew’ by spiralling away.

4) The house of bricks- explore the movement of building bricks. Create an action/movement pattern. Perform the action and form into two circles, one inside the other to show strong layers. Start crouched down. Choose a child to be the wolf- this could be the same or different person. The wolf creeps around the outside of the circles. Perform motif – huff and puff crouched down and stop on blew. At this point everyone jumps up and the wolf spirals away to finish.

Discuss the movements with the class. Children can copy your movements or choose their own. Use demonstrations and try to encourage dance like actions. Take examples from the children to use within your dance. Allow the children time to explore each section. Think about the working actions and group formations. How can we move into a circle/square quickly, yet effectively from our spaces? Use flat markers e.g. hands and feet, position them in a circle – one per child. Each child can stand on the marker and return to it to form the circle positions.




Perform, Appreciate and Evaluate: Perform the dance as a whole class. They may wish to say what they liked about the performance and how it made them feel. This could be an opportunity to video the dance, where the children could watch themselves and discuss their performances.

Focus on the motif. Look for control and quality e.g. are the actions dance like?

Cool Down: Arches- Form into partners and make an arch with your hands. When the leader walks underneath follow on behind by joining the back of the line. Finish with a line at the door. KUFH: A cool-down helps our bodies to recover after activity. Using the temperature and breathing scales, describe: how hot you feel, your breathing.



Accompaniment/Music/Equipment/ Resources: Fairy Tale –The Three Little Pigs. Music suggestions: • Percussion instruments- cymbal, drum,


Year Group: R Theme/Stimulus: Penguins Section 1 - Penguins and Polar Bears

Learning Outcomes: • Move with confidence, imagination and in safety • Move with control and co-ordination • Show an awareness of space of themselves and of others • Respond in a variety of ways to what they see, hear, touch and feel • Express and communicate their ideas, thoughts and feelings through dance • Recognise the changes that happen to their bodies when they are active


Vocabulary: Penguin, Polar Bear, Arctic, Antarctic, snow, ice, actions: waddle, huddle, flap, plop, swim, bob, slide, skid, head dipping, knee bending, giant strides, large shapes, slow, soft rolls, dig, lunge; directions, rhythms, levels.

Warm up: Animal Zoo- The children take a visit to the zoo, exploring different animal movements. Elephant- stamping with feet- heavy and slow, Rabbit- in crouch jump hands together then feet together, Crab- back to the floor with hips raised walk on hands and feet move in different directions, Kangaroo- standing jumps.

Teaching Points/Class Management/Differentiation (STEP) What, Where, How, with Whom Links to Top Gymnastics- Time to travel- Visit to the zoo. KUFH: Using a scale (see Top Dance KUFH), describe what will happen to your breathing when you are active.

Exploration: Penguins – Penguins and Polar Bears, Nesting Penguins, Friendship Dance Explore and taken from Top Dance Penguins and Polar Bears 1) Use stimuli such as books, photographs or DVDs as a starting point. Look and watch; allow the children to explore the animals’ movements. What do the animals do? How do the animals move? Animals can provide a wonderful source of movement ideas. However, try to capture the quality of the movements and create dance-like actions rather then mimetic expression. Select movements which explore contrasts of actions, directions, rhythms and levels. Emphasise the involvement of all body parts and not just definitive parts. 2) Research each animal and create a list of words about their movements:

• Penguins… waddle, huddle, flap, plop, swim, bob, slide, skid, head dipping, knee bending • Polar Bears… giant strides, large shapes, slow, soft rolls, dig, lunge

3) Explore each animal and create movements from the words. Create contrasting actions.

Although the lesson plans are based upon Penguins and Polar Bears, any animals could be explored within different habitats. It’s important to note here that the children do not become the animals e.g. pretend you are a penguin! They are using the actions for observation of shape, method of travelling and quality of movement. The children use these observations to explore and investigate their own movement potential. Failure to make this link leads to a misunderstanding of dance and poor quality. Dance that lacks quality fails to communicate. Penguins live in the Antarctic while Polar Bears live in the Arctic. Explore other animals that live in the polar regions. What other animals live on ice or snow? How do they feel and live? What do they eat? How do they move?


Selection, Composition and Development: Teach the whole class a simple movement phrase. Use the children’s ideas to create the phrase. Movement suggestions:

• Penguins: waddle and head dip, flap and swim (each action lasting four counts) • Polar Bears: roll, stretch, yawn, large strides (each action lasting four counts)

Create contrasting movements including actions, directions, rhythms and levels e.g. Penguins – small quick actions, move in all directions, fast rhythms; Polar Bears – large shaped actions, slow rhythms. Practise and repeat the actions. Use children to demonstrate to show examples of quality.

Can the children express dynamic qualities in their actions e.g. light, heavy, fast or slow? Do the children perform the set movement patterns accurately? Do they move with control in small and large spaces and at different levels? Have the children selected appropriate movements to interpret different animals? Can the children describe the differences in movement/speed and strength of the two different animals? STEP- use repetition of actions, experiment with their own ideas in space, copy the teachers or pupils actions, work with an adult, link and change the pace of their movements.

Perform, Appreciate and Evaluate: Suggest the children find a starting and finishing position for their movement phrase. This could be as a stance of a Penguin and/or Polar Bear. Ask them why they think we need this? Gives the observer a clear image, makes our dance neat and tidy, tells the observer when we’ve finished etc. Half the class at a time could demonstrate and the other half (observers) describe what they liked.

Ask the children to try and keep in time with the teacher’s counts. Be still for the starting and finishing positions.

Cool Down: Stretches- Long stretch, wide stretch, small/curled stretch. Hold for at least six to ten seconds. See top Dance handbook. Finish lying on the floor. Relax arms, back, legs and head. Close eyes if you like. When you feel your toes being tapped line up by the door quietly and sensibly.

Allow children to have relaxing and calm time. Discuss why this is needed. To relax our minds and bodies, to allow our bodies to recover after activity.


Accompaniment/Music/Equipment/ Resources: NOTE- Top Dance suggests Penguin Small by Mick Inkpen as a starting point to inspire movement for this dance. If you already have this book – great! However, I believe it may be out of print at this present time, but you may wish to check! Books (fiction and non-fiction), photographs, DVDs (DK Eyewitness Arctic & Antarctic 2003), flip chart, pen, Top Dance – Penguin Small Visits. Music suggestions:

• The Snowman by Raymond Briggs (Music by Howard Blake)

• Heaven and Hell by Vangelis • Percussion instruments e.g. drum,

tambourine.

Year Group: R Theme/Stimulus: Penguins Section 2 – Nesting Penguins

Learning Outcomes: • Move with confidence, imagination and in safety • Move with control and co-ordination • Show an awareness of space of themselves and of others • Respond in a variety of ways to what they see, hear, touch and feel • Express and communicate their ideas, thoughts and feelings through dance

Recognise the changes that happen to their bodies when they are active


Vocabulary: Body actions: dive, head dipping, knee bending, waddle, huddle, flap, plop, swim, bob, slide, skid; control, space.

Warm up: Animal Zoo- The children take a visit to the zoo, exploring different animal movements. Elephant- Stamping with feet- heavy and slow, Rabbit- in crouch jump hands together then feet together, Crab- Back to the floor with hips raised walk on hands and feet move in different directions, Kangaroo- standing jumps. Appropriate Stretches.

Teaching Points/Class Management/Differentiation (STEP) What, Where, How, with Whom Links to Top Gymnastics- Time to travel- Visit to the zoo. KUFH: Using the scale, describe: how fast your heart is beating, how hard your heart is beating, what will happen to your heartbeat when you are active?

Exploration: Penguins – Penguins and Polar Bears, Nesting Penguins, Friendship Dance Explore and taken from Top Dance Nesting Penguins Revise the movements explored in Section 1 – Penguins and Polar Bears (this could be included in the warm up). 1) Explore the life of a penguin. Eating, sleeping, cleaning themselves and looking after their young. Watch a DVD, read extracts from an information book or story, or gather research on the intranet/internet. Discuss and talk about the penguins movements. 2) Explore movements together:

• Eating (gathering food): diving, twisting, searching, chasing • Sleeping: huddling together for warmth. • Cleaning themselves: dipping head forwards • Looking after their young: protecting their eggs, keeping warm

Look for demonstrations and use examples of the children’s movements.

Background information for teacher/coach can be found on the BBC website. This has details on penguins and their environments - www.bbc.co.uk > science and nature >animals > wildfacts. A local Library may have a DVD/video on penguins that is appropriate for children. They can watch the movements/actions of the penguins and explore. You could also look and explore the movements of a hatching egg and include this within the dance.


Selection, Composition and Development: Teach the children a movement phrase based on the explored movements above. Allow each movement to be four counts each. Movement suggestions:

• Dive with the hands (take hands together high above head and point/move down towards the floor) X 4 • Bend knees, keeping feet together like protecting an egg X 4 • Turn slowly with tiny steps 180 degrees X2 • Dip head up and down X 2

Practise the movements and link them together. The children could copy the movements or they could use their own movements. Extension: Link section 1 with section 2: Penguins and Polar Bears followed by Nesting Penguins.

STEP- use repetition of actions, experiment with their own ideas in space, copy the teachers or pupils actions, work with an adult, link and change the pace of their movements. Practise to the music/accompaniment.

Perform, Appreciate and Evaluate: Use some of the children to demonstrate the movements with you. Give a little performance for the children to watch and appreciate. Ask them to look out for the movements explored together. Discuss thoughts.

Can the children perform the set movement patterns accurately? Do they move with control in small and large spaces and at different levels? Have the children selected appropriate movements to interpret different movements/actions? Can they remember what action/movement comes next?

Cool Down: Stretches- Long stretch, wide stretch, small/curled stretch. Hold for at least six to ten seconds. See top Dance handbook. Finish lying on the floor. Relax arms, back, legs and head. Close your eyes if you like. When you feel your toes being tapped line up by the door quietly and sensibly.

Allow children to have relaxing and calm time. Play calming music.


Accompaniment/Music/Equipment/Resources: Books (fiction and non-fiction), photographs, DVDs (DK Eyewitness Arctic & Antarctic 2003), flip chart, pen, Top Dance – Penguin Small Visits. Music suggestions:



tambourine.

Year Group: R Theme/Stimulus: Penguins Section 3 – Friendship Dance Learning Outcomes:

• Move with confidence, imagination and in safety • Move with control and co-ordination • Show an awareness of space of themselves and of others • Respond in a variety of ways to what they see, hear, touch and feel • Express and communicate their ideas, thoughts and feelings through dance • Recognise the changes that happen to their bodies when they are active


Vocabulary: Friendship, huddle, circle, actions, link, remember, control, levels, practise, perform.

Warm up: Traffic lights- Use travelling actions e.g. skip, gallop, side step. On command red- stop still, amber- perform action on the spot, green- travel around the space. Use some of the actions explored in section 1 and 2. Penguins – waddling, swimming, diving. Appropriate stretches. KUFH: Using the scale, describe: how hot you feel, how hot you will feel when you are active, how your partner looks and how this might change when they are active?

Teaching Points/Class Management/Differentiation (STEP) What, Where, How, with Whom Move into spaces, avoiding other people. Look ahead and around you searching for spaces to move into.

Exploration: Penguins – Penguins and Polar Bears, Nesting Penguins, Friendship Dance Explore and taken from Top Dance Revise section 1 and section 2. Friendship Dance 1) Explore movements in a circle – circling and stepping, hugging, shaking and waving, leading and following and holding hands. 2) Create a simple circle dance. Movement examples:

• eight steps to the left (four counts) • eight steps to the right (four counts) • turn the person next to you (eight counts) • turn full circle individually (eight counts) • take four steps forward, followed by another four, form a huddle (eight counts)

Repeat the circle dance until the group is confident. Some children may be able to form into small group circles and with prompts perform the dance as a group. Others will need continuing support.

The dance is based on the penguin huddle used for warmth and protection. STEP -Allow the children to become confident with their actions and movements. Encourage individuality e.g. some children may wish to change the movement slightly or use a different level. Use children’s ideas and develop them within the dance.

Selection, Composition and Development: Revise sections 1 and 2. Link sections 1, 2 and 3 together. Use guided imagery and repetition to practise. Encourage the children to remember what action/s come next. Talk them through their actions and perform with the music/accompaniment.

Can the children perform the set movement patterns accurately? Do they move with control in small and large spaces and at different levels? Have the children selected appropriate movements to interpret different movements/actions? Can they remember what action/movement comes next?


Perform, Appreciate and Evaluate: Allow the children to perform the dance as a class or in groups. Encourage a starting position and finishing position (everyone should be still to finish).

Cool Down: Slower, lower and higher- Start off in a high body stretch with arms above head and on tip toes. Slowly bring the stretch lower, on a count of ten, until curled on the floor. Outstretch on the floor and repeat by bringing the stretch into a curled tuck shape within ten counts. Keep tucked but on toes, bring the shape back up to standing position within ten counts.

Control the body and try to stay balanced. Use a whispering voice.


Accompaniment/Music/Equipment/Resources: Books (fiction and non-fiction), photographs, DVDs (DK Eyewitness Arctic & Antarctic 2003), flip chart, pen, Top Dance – Penguin Small Visits. Music suggestions:



tambourine.

Year Group: R Theme/Stimulus: The Box Section 1 Percussion Instruments

Learning Outcomes: • Move with confidence, imagination and with safety • Move with control and co-ordination • Show an awareness of space of themselves and of others • Express and communicate ideas, thoughts and feelings through movement and

musical instruments.


Vocabulary: Travel; tiptoe, creep, stamp, shake, skip, Shape; low, tall, wide, thin, points, patches, jump, drum, tambourine, cymbals, perform, watch, control.

Warm up: Shakes- Find a space. Stand up in your space. Draw a circle around your space. Shake your hands high in the air, at your shoulders, hips, knees, feet. Walk around the edge of your circle; shake your hands as if you are sweeping away the dirt. Shake your shoulders, high, low to the side. Repeat with other body parts- hips/bottom, knees, feet. Shake your whole body around the room. Move in different directions and levels. Come back to your space. Shake slower to stop. Appropriate stretches.

Teaching Points/Class Management/Differentiation (STEP) What, Where, How, with Whom Play music or use a tambourine/shaker. Encourage the use of space. Move around without collisions- look where you are going. STEP- join a partner, follow and copy your partner.

Exploration: The Box- Musical Instruments, Clock, Birthday Party 1) Introduction- The Box! A box is placed in the centre of the hall. Enter the hall following the teacher. Tiptoe carefully around the box, whilst looking at it. Keep very tall. Travel in different ways; on heels, creep low, stamp hard on the spot. Carefully travel towards and away from the box. Use different speeds e.g. creep in slowly then scurry away fast. Use children’s ideas as stimulus, discuss and explore thoughts and feelings. 2) Musical Instruments- Carefully open the box and explore the objects, in this case a selection of musical instruments. Tambourine, drum and small cymbals. Encourage conversation about their movement properties. Listen to the sounds of the instruments. • Drum- explore different shapes e.g. make a low, tall, thin and wide shape. On the sound of the drum make a

shape. Hold the shape for four to six seconds. Explore shapes on different body areas. Points and patches. • Tambourine- shake the tambourine and listen to the sound. Travel in different ways. How many different

ways of travelling can you find? • Cymbals- explore jumping actions.

This lesson explores stillness, travelling and jumping actions and body shapes. The box could be wrapped in a few layers of paper; these could be chosen to initiate movement ideas in the introduction. E.g. Balloons to explore shape, rise, turn, travel, bounce, sink, and burst. The shape of the box may be explored in movement. Points and patches- points are small areas of the body e.g. hands, feet, knees, elbows and patches are larger body areas e.g. back, bottom, tummy.

Selection, Composition and Development: Combine the musical instruments one after the other. For example four of each; drum, drum, drum, drum, tambourine, tambourine, tambourine, tambourine, Cymbal, Cymbal, Cymbal, Cymbal. Ask the children to find a different shape, travel and jump each time. Repeat.

Use demonstrations of good examples. STEP- simplify the task e.g. use two of each sounds, copy a teacher’s/child’s actions, use only two contrasting sounds and movements- shape and travel. Always demonstrate the idea. Reassure the less confident through encouragement and praise.


Perform, Appreciate and Evaluate: Divide the class into half. Allow half to perform and share ideas. Help the children to learn audience skills. They may wish to say what they liked about the performance.

Focus on still shapes with control and quality e.g. clear shapes, pointed toes or out stretched hands.

Cool Down: Relaxing lions- Lie down on the floor with a long stretched out shape. Now try a stretched star shape and curved shape. Try these again feeling your body get longer. Relax your arms somewhere so they are comfortable; relax your shoulders, head, tummy, knees, feet. Close your eyes and relax like a sleeping lion. When I (the teacher) taps you on the foot slowly sit up and quietly line up by the door.

Use a soft voice. Hold and count the stretches for six seconds each. KUFH: Describe how their breathing rate, temperature and heart rate have changed after the cool down.


Accompaniment/Music/Equipment/Resources: Box with musical instruments inside- drum, tambourine, cymbals. Music Suggestions- • The Box introduction- Disney’s Toy Story

Track 4 Andy Birthday. • Percussion Instruments

Year Group: R Theme/Stimulus: The Box Section 2 Clock Learning Outcomes: • Move with confidence, imagination and with safety • Move with control and co-ordination • Show an awareness of space of themselves and of others • Express and communicate ideas, thoughts and feelings through movement and



Vocabulary: Travel; tiptoe, creep, stamp, shake, skip, shape; low, tall, wide, thin, points, patches, jump, turn, gesture, clocks, times of the day; morning, daytime, evening, drum, tambourine, xylophone, perform, watch, control, quality.

Warm up: Shakes- Find a space. Stand up in your space. Draw a circle around your space. Shake your hands high in the air, at your shoulders, hips, knees, feet. Walk around the edge of your circle; shake your hands as if you are sweeping away the dirt. Shake your shoulders, high, low to the side. Repeat with other body parts- hips/bottom, knees, feet. Shake your whole body around the room. Move in different directions and levels. Come back to your space. Shake slower to stop. Appropriate stretches.

Teaching Points/Class Management/Differentiation (STEP) What, Where, How, with Whom Play music or use a tambourine/shaker. Encourage the use of space. Move around without collisions- look where you are going. STEP- join a partner, follow and copy your partner.

Exploration: The Box- Musical Instruments, Clock, Birthday Party 1) Introduction- The Box! A box is placed in the centre of the hall. Enter the hall following the teacher. Tiptoe carefully around the box, whilst looking at it. Keep very tall. Travel in different ways; on heels, creep low, stamp hard on the spot. Carefully travel towards and away from the box. Use different speeds e.g. creep in slowly then scurry away fast. Use children’s ideas as stimulus, discuss and explore thoughts and feelings. 2) Clock (everyday life) - open the box and explore the clock/s- watch how the hands move. Which directions do the hands move in? Explore the movements using different body parts and shapes. 3) Use the clock to show times of the day. Explore a typical day. Morning, school day and evening. Talk about the activities related to each area. Discuss gestures. Choose actions for each activity and exaggerate them. • Morning activities; Wake up- eyes open, stretch, sigh Wash and dress- clean hands and face, brush hair, clean teeth, put on clothes Breakfast- pouring a drink, eating. • School day activities; In class- register, sit, read, write Playground- play games e.g. skipping, running, football, the bell-stillness. Travel home- walk, cycle, car • Evening activities; Evening meal Bath time- games in the bath, washing hair, splashing Bedtime- reading a story, yawn, curling up

This lesson explores the actions of travel, jump and stillness from section 1 and extends to also explore turn and gesture. We also look at body parts and body shapes. Section 2 and 3 of ‘The Box’ explores dance using familiar environments. Include different types of clocks- e.g. wall clock, alarm clock, digital clock. Look at library/museum loans – you may be able to loan a large clock that shows different components. Gesture- The use of the hands, head or body to express and emphasize instructions, feelings and moods- stamp, punch, reach, open, close, lean, wave. STEP- children may have their own ideas or they could copy each others, encourage the children to bring their own experiences into the movements e.g. their favourite part of the day/evening change the body part or body shapes, include changes in levels (low, high) and speeds (slow, fast), use improvisation. Use percussion instruments for each area. Xylophone for morning activities, woodblocks to count the beats, tambourine for playtime activities and back to xylophone for evening.


Selection, Composition and Development: Explore the actions. Start with the alarm clock sound. Lead children through the day’s actions. Start slow actions for morning activities, then fast for the school day and return to slow actions for evening. Practise using three times eight counts for each area visited.

You could use the percussion instruments mentioned above or a range of music for each area. Encourage the children to count with you.

Perform, Appreciate and Evaluate: Perform once as a whole class. Then divide the class into half. Allow half to perform and share ideas. Help the children to learn audience skills. They may wish to say what they liked about the performance.

Focus on body shape. Look for good control and quality e.g. clear actions.

Cool Down: Relaxing lions- Lie down on the floor with a long stretched out shape. Now try a stretched star shape and curved shape. Try these again feeling your body get longer. Relax your arms somewhere so they are comfortable, relax your shoulders, head, tummy, knees, feet. Close your eyes and relax like a sleeping lion. When I (the teacher) taps you on the foot slowly sit up and quietly line up by the door. Describe how their breathing rate, temperature and heart rate have changed after the cool down.

Use a soft voice. Hold and count the stretches for six seconds each.


Accompaniment/Music/Equipment/Resources: Box with variety of clocks placed inside- alarm clock, wall clock, digital clock, watches. Accompaniment- Percussion instruments : xylophone, tambourine, woodblocks. Music Suggestions- • The Box intoduction- Disney’s Toy Story Track

4 Andy Birthday.

Year Group: R Theme/Stimulus: The Box Section 3 Birthday Party

Learning Outcomes: • Move with confidence, imagination and with safety • Move with control and co-ordination • Show an awareness of space of themselves and of others • Express and communicate ideas, thoughts and feelings through movement and



Vocabulary: Travel; tiptoe, creep, stamp, shake, skip, shape; low, tall, wide, thin, points, patches, jump, turn, gesture, presents, party, perform, watch, control, quality.

Warm up: Traffic lights- Use travelling actions e.g. skip, gallop, side step. On command red- stop still, amber- perform action on the spot, green- travel around the space.

Teaching Points/Class Management/Differentiation (STEP) What, Where, How, with Whom Move into spaces, avoiding other people. Look up.

Exploration: The Box- Musical Instruments, Clock, Birthday Party 1) Introduction- The Box! A box is placed in the centre of the hall. Enter the hall following the teacher. Tiptoe carefully around the box, whilst looking at it. Keep very tall. Travel in different ways; on heels, creep low, stamp hard on the spot. Carefully travel towards and away from the box. Use different speeds e.g. creep in slowly then scurry away fast. Use children’s ideas as stimulus, discuss and explore thoughts and feelings. 2) Birthday Party- Open the box. Inside could either be a small birthday cake or a wrapped present. Talk about birthday parties. What happens? Make a list of ideas. Explore actions/movements to represent each area. Use different travelling actions to separate each area. • Walk to Arriving - Knock at the door, greetings, hugs, waves, giving presents • Skip to Presents – Unwrapping actions, pulling off papers and ribbons, wrappers flutter down to the floor • Hop to Games – Pass the parcel, statues, twister • Jump to Food – Eating and drinking- too much! Carrying plates, enjoying the food • Run to Birthday Cake – Children in circle blowing out the candles, small breaths, gusts, big circle/smaller

circles, helper/teacher in middle rotates and ‘cuts’ the cake • Slide to Sleeping Lions – Be very still, close eyes, breathe slowly.

This section of ‘The Box’ explores dance using familiar environments. Use improvisation and thoughts and ideas from the children’s responses. Encourage the children to discuss their feelings at a party. Talk about their favourite part. Try to show this within their dance. This could be through actions or facial expressions. STEP- children may have their own ideas or they could copy each others, encourage the children to bring their own experiences into the movements e.g. their favourite part of the day/evening change the body part or body shapes, include changes in levels (low, high) and speeds (slow, fast), use improvisation.

Selection, Composition and Development: Explore the actions. Start with the knock on the door. Lead children through the actions of the party. Start slow actions for arriving, then increase the speed into games. Return to slow actions for sleeping lions. Practise using eight counts for each area visited and for each travelling link action.

Use improvisation and teacher directed response. Use percussion instruments or recorded sounds on a keyboard to represent each area of the party.


Perform, Appreciate and Evaluate: Perform once as a whole class. Then divide the class into half. Allow half to perform and share ideas. Help the children to learn audience skills. They may wish to say what they liked about the performance.

Focus on body shape. Look for good control and quality e.g. clear actions.

Cool Down: Relaxing lions- Lie down on the floor with a long stretched out shape. Now try a stretched star shape and curved shape. Try these again feeling your body get longer. Relax your arms somewhere so they are comfortable, relax your shoulders, head, tummy, knees, feet. Close your eyes and relax like a sleeping lion. When I (the teacher) taps you on the foot slowly sit up and quietly line up by the door. Describe how their breathing rate, temperature and heart rate have changed after the cool down.

Use a soft voice. Hold and count the stretches for six seconds each.


Accompaniment/Music/Equipment/ Resources: Box with either a small birthday cake or wrapped present inside, percussion instruments, keyboard. Music suggestions :

• Disney’s Toy Story CD.

Year Group: R Theme/Stimulus: The Very Hungry Caterpillar Section 1 – Munching Away!

Learning Outcomes: • Move with confidence, imagination and in safety • Move with control and coordination • Show awareness of space, of themselves and of others • Recognise repeated sounds and sound patterns and match movements to music • Use their imagination in dance • Copy and explore basic body actions • Express and communicate their ideas, thoughts and feelings by using movement • Recognise the importance of keeping healthy and those things which contribute to

this


Vocabulary: Shapes, oval, actions, pop, travel, weave, search, days of the week, different fruits, improvise, perform, keeping healthy.

Warm up: Percussion Instruments- Listen to different percussion instruments. Think about their sounds. Use words to describe the sounds. How could we communicate the words through actions? Use a drum and a tambourine. Introduce a different instrument e.g. Bells. Move to the instruments. When the instruments stop- you stop sill in a shape. When the instruments are played travel around looking for spaces. KUFH: Q what happens to our bones when we dance? Q which body parts do you use when you are dancing A Arms, legs, knees, elbows, ankles, shoulders, bones, muscles, joints, heart, lungs, back. Can children describe which body parts will be strong and will work well as a result of taking part in dance?

Teaching Points/Class Management/Differentiation (STEP) What, Where, How, with Whom Move into spaces without collisions. Look where you are going. Stop still when the instruments stop. Try and stay balanced.

Exploration: The Very Hungry Caterpillar - Munching Away, Cocoon, Beautiful Butterfly Munching Away 1) Read The Very Hungry Caterpillar by Eric Carle. Discuss the book and look at the pictures. Talk with the children and find out what existing knowledge they have about the life cycle of a butterfly. 2) Re-read the first few pages- ‘In the light of the moon a little egg lay still on a leaf. One Sunday morning the warm sun came up and – pop! – out of the egg came a tiny and very Hungry caterpillar. He started to look for some food. ’

• Explore the key parts- movement suggestions: • ‘a little egg lay on a leaf.’ How could we show lying on a leaf? What shape is a caterpillar’s egg? Oval. Curl

up in an oval shape. Explore different ways of making an oval shape with different body parts. • ‘pop!’ What different body parts can you pop? Pop your fingers, hands, arms, feet, legs, head, whole body.

Explore and practise. • ‘He started to look for some food.’ Explore different ways to travel and search.

This dance is based on The Very Hungry Caterpillar by Eric Carle. It was chosen for the purpose of exploring life cycles. An alternative source could be used that explores other life cycles from different living things. The travelling exploration doesn’t just need to be caterpillar-like actions; the children could explore different ways they can travel.


Selection, Composition and Development: Re-read the pages where the caterpillar eats through various different fruits from Monday through to Saturday.

• Create a motif with the class representing the munching of various fruits. This doesn’t need to show eating actions literally but a movement that represents part of the sentence phrase - ‘he ate through.’

• Link the motif with a travelling action explored. What happens to the fruit he eats on each day? One more is added. Repeat the motif to represent the number of fruits that were eaten (e.g. On Monday he ate through one apple = Travelling action followed by motif, On Tuesday he ate through two pears = travelling action followed by motif repeated twice, Wednesday = travelling action and motif X3).

• Create a movement for Saturday where the children form into different shapes to represent the different varieties of foods. One child or the teacher/coach (the caterpillar) weaves through all the shapes. As the caterpillar passes each shape (child), the child sinks to the floor, representing being eaten. Develop and practise.

• If you wish compose a section for Sunday- eating through the leaf. Discuss with the children and their ideas.

The motif could be several actions linked together e.g. arms reaching out (one after the other) and bringing in towards the body, starting low and working higher, finishing with a spin or turn. Alternatively, another movement suggestion would be to get into groups of the number of fruits and perform the motif in unison.

Perform, Appreciate and Evaluate: Link all the sections explored together. Use improvisation to create a small dance together. Suggested structure of the dance:

• Curl up in an oval shape • Pop out of the egg- use different body parts (teacher to call body parts or children can choose) • Travel in different ways to look for food • Monday to Friday-travel and motif representing different number of fruits • Saturday – shapes and weaving • Sunday- if required.

Cool Down: Arches- In pairs form arches by taking your arms above your heads and joining hands at the top. The teacher/coach chooses a child to be the leader. The leader moves and travels through the arches. When the last person of the line passes under your arch, follow on behind. The leader keeps going until everybody is in the line and then lines up by the door (or finishes in a circle etc).

Use soft, calming music.


Accompaniment/Music/Equipment/ Resources: Percussion instruments, book: The Very Hungry Caterpillar by Eric Carle. Music Suggestions:

• Light calming music e.g. Moods • Percussion Instruments

Year Group: R Theme/Stimulus: The Very Hungry Caterpillar Section 2- Cocoon

Learning Outcomes: • Move with confidence, imagination and in safety • Move with control and coordination • Show awareness of space, of themselves and of others • Recognise repeated sounds and sound patterns and match movements to music • Use their imagination in dance • Copy and explore basic body actions • Express and communicate their ideas, thoughts and feelings by using movement • Recognise the importance of keeping healthy and those things which contribute

to this.


Vocabulary: Shapes, actions, stretch, push, copy, improvise, perform, keeping healthy.

Warm up: Percussion Instruments- Listen to different percussion instruments. Think about their sounds. Use words to describe the sounds. How could we communicate the words through actions? Use a drum and a tambourine. Introduce a different instrument e.g. Bells. Move to the instruments. When the instruments stop- you stop still in a shape. When the instruments are played travel around looking for spaces. Appropriate Stretches.

Teaching Points/Class Management/Differentiation (STEP) What, Where, How, with Whom Move into spaces without collisions. Look where you are going. Stop still when the instruments stop. Try and stay balanced.

Exploration: The Very Hungry Caterpillar - Munching Away, Cocoon, Beautiful Butterfly Cocoon Re-read the book and revise the dance from the last section. 1) Look at the sentence- ‘He built a small house, called a cocoon, around himself. He stayed inside for more than two weeks’. Explore the different phrases:

• Explore with the children different ways to build a house around yourself. Ask for the children’s ideas and copy or improvise the actions/movements. E.g. some may build a house like bricks, others may think about spinning.

• What shape might the caterpillar be inside his cocoon? Form a shape and hold/balance for four to eight counts. Practise with different shapes.

STEP - Look for clear actions, movements and shapes. Play copy cats in pairs by copying your partner’s shapes, or balances, use demonstrations and watch other’s to copy as a whole class.


Selection, Composition and Development: Look at the phrase ‘he pushed his way out’. Use some lycra material.

• Stand in a circle and stretch the material out. • One at a time, children go under the material and push through to make shapes/actions, as if stretching and

pushing out of the cocoon • Try using the material vertical and horizontal to create effect • Practise letting go the material all at once. What happens?

You may have medium/small groups of children with a sheet of lycra each. Try to include an adult to guide and improvise each group. You can buy lycra material by the metre at any fabric shop. If you do not have any lycra material, a parachute may be an alternative, but it’s not as stretchy.

Perform, Appreciate and Evaluate: Link all the actions together to create an improvise dance.

• Building • Shapes • Stretching and pushing • Letting go to finish

Allow half the class to watch each other. Talk about what the children liked best and why.

Extension: Link section 1 and section 2 together. This will need support and improvisation. Guide and talk the children through each part. Be a role model so the children can copy your actions if needed.

Cool Down: Simon Says- use names of body parts. Simon says put your hands on your knees, shoulders, feet, hips, elbow etc.

KUFH: A cool-down helps our bodies to recover after activity. Using the temperature and breathing scales, describe: how hot you feel, your breathing.


Accompaniment/Music/Equipment/Resources: Percussion instruments, book: The Very Hungry Caterpillar by Eric Carle, Lycra material. Music Suggestions:


Year Group: R Theme/Stimulus: The Very Hungry Caterpillar Section 3- Beautiful Butterfly

Learning Outcomes: • Move with confidence, imagination and in safety • Move with control and coordination • Show awareness of space, of themselves and of others • Recognise repeated sounds and sound patterns and match movements to music • Use their imagination in dance • Copy and explore basic body actions • Express and communicate their ideas, thoughts and feelings by using

movement • Recognise the importance of keeping healthy and those things which

contribute to this.


Vocabulary: Scarves, movements, actions, waves, circle, flow, slow fast, high low, turn, twist, stretch, mirror, copy, improvise, perform, keeping healthy.

Warm up: Musical Body Parts- Children move around the room, when the music stops the children have to warm up which ever body part the teacher has called. The children copy your warm up ideas for each body part and/or then develop their own. KUFH: Describe how they feel through different stages of the dance e.g. happy, lively, calm, out of breath.

Teaching Points/Class Management/Differentiation (STEP) What, Where, How, with Whom Start with walking movements and then develop more vigorous activity gradually.

Exploration: The Very Hungry Caterpillar - Munching Away, Cocoon, Beautiful Butterfly Beautiful Butterfly Revise sections 1 and 2. 1) Ask the children to describe the story so far. What happens at the end of the story? He was a beautiful butterfly. Look at the picture. Discuss the different colours. 2) Take out different fabric scarves- lots of different colours and textures. Sit in a circle with the children. Explore different ways to move the material e.g. waving circling, side to side, high to low etc. Choose ideas from the children to copy as a class.

You could explore different butterflies within the class room looking at secondary resources or plan a visit to a butterfly farm to add cross curricular links. You can buy remnants of materials that are cheap and good to make scarves at most fabric shops (about 90cm by 50cm or bigger is a good size).

Selection, Composition and Development: Pick three different movement ideas. Stand up and explore the scarves different movements whilst travelling. Use improvisation. Allow the children to copy your ideas moving on their own. Repeat the movements to create a sequence. Practise and repeat. Extension: Form into partners. Stand facing each other. Allow the children to mirror their partner’s actions. Swap roles.

Look for clear movements. Where does the scarf take you? Up, down, twisting, tuning. Encourage the children to move their bodies not just the scarf. Look at the scarves movement for stimulus. Move together or one after the other.


Perform, Appreciate and Evaluate: Create a small dance with the three chosen movements.

• Start by sitting in a circle. Perform the three movements, each movement lasting for eight counts minimum. • Stand and perform the movements, encouraging the body to move with the scarf. • Travel with the scarf focusing on the three movements explored • Form into pairs and mirror each others actions- extension if required. • Slowly sink to sitting position and repeat sitting actions from the start. • Finish with the scarf sinking down and a drop of the head.

Use improvisation to create the dance. Talk the children through each part. They can copy your actions or use their own ideas based on the three movements chosen.

Cool Down:

Simon Says- use names of body parts. Simon says put your hands on your knees, shoulders, feet, hips, elbow etc.


Accompaniment/Music/Equipment/Resources: Book: The Very Hungry Caterpillar by Eric Carle, scarves- variety of colours, textures. Music Suggestions:


year group: r theme/stimulus: stories- fairy tales section ... · evaluation/post lesson notes :...

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