Lesson 3 - Travelling with Levels Using Toy Actions
Bringing Toys to Life Through Creative Movement
•Nursery
•Dance
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How can we make our toy movements travel through different levels in space?
Learning Objectives
- To be creative in our use of travelling movements inspired by toy actions
- To show use of different levels in our travelling movements
- To move safely in space taking care of ourselves and others
Key Outcomes
- Students will create travelling sequences using different levels
- Students will demonstrate safe movement in shared space
- Students will perform toy-inspired movements with creativity and control
Equipment & Resources Required
Position where all children can hear clearly
Alternative: Tablet with speaker, portable speaker
Toybox Song, Take a Look in the Toy box, Once Around the Toybox
Alternative: Any child-friendly rhythmic music
Minimum 6m x 6m clear area for safe movement
Alternative: Hall, large classroom, playground area
High (green), Medium (yellow), Low (red) visual cues
Alternative: Coloured cones, pictures, hand signals
Key Vocabulary
How high or low our body is from the ground
Moving from one place to another in the space
A short sequence of movements that we can repeat
The area around us where we can move safely
Being able to start, stop and change our movements safely
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic spatial awareness and personal space understanding
- Simple static movements at different levels
- Following simple instructions and copying actions
Current Skills
- Travelling safely whilst changing levels
- Creating toy-inspired movement sequences
- Demonstrating control and timing with music
Next Steps
- Combining travelling and static movements in longer sequences
- Partner work and group choreography
- More complex rhythm and timing challenges
Milestone Indicators
Key Teaching Points
- Always emphasise safety through 'eyes forward' and controlled movement
- Use clear toy imagery to make abstract concepts accessible to young children
- Encourage creativity while maintaining structure and safety guidelines
- Build confidence through positive reinforcement and peer support
- Connect all movements to musical timing and rhythm
- Focus on clear level distinctions rather than complex choreography
- Support individual creativity while building class cohesion through shared sequences
Common Misconceptions
- Children thinking 'levels' only apply when stationary - emphasise levels during travelling
- Believing faster movement is better - stress control and timing with music
- Assuming all toy movements must be rigid - encourage fluid, creative interpretation
- Thinking creativity means abandoning safety - reinforce that safe movement enables creativity
- Believing they must copy others exactly - celebrate individual interpretations within structure
SEN Adaptations
ADHD
- Build in regular movement breaks, use engaging toy imagery to maintain focus, provide clear visual boundaries for personal space
dyspraxia
- Break movements into smaller steps, provide additional practice time, use simple rhythms and slower music, offer physical support for balance
autism spectrum
- Provide visual schedule of lesson structure, offer quiet corner for overstimulation, use clear, consistent language and routines throughout
visual impairment
- Use tactile markers for different levels (high, medium, low), provide verbal descriptions of all visual demonstrations, use buddy system for spatial awareness support
hearing impairment
- Use visual signals for music cues, provide visual rhythm patterns or vibrations for timing, demonstrate all instructions clearly with gestures
physical disability
- Adapt level concepts to wheelchair or seated positions (arms high, medium, low), modify travelling to suit mobility aids, focus on upper body creative expression
Cross-Curricular Links
Maths
Spatial concepts (high, medium, low), counting beats in music, understanding patterns and sequences
Science
Understanding body movement, balance and gravity, how music travels through air as sound waves
Teacher Guidance
Positioning
Move around the space during activities to observe all children, position centrally for demonstrations and instructions
Observation Focus
Watch for spatial awareness, level clarity, timing with music, creative interpretation, and peer interaction quality
Intervention Points
Step in if children struggle with level concepts, need support with creativity, or show unsafe movement patterns
Demonstration Notes
Use clear, exaggerated movements to show levels, maintain toy-like quality in all demonstrations, move slowly enough for children to follow and copy
Verbal Cues
- •'Eyes forward like toy soldiers!'
- •'High like a giraffe toy, low like a toy car!'
- •'Listen to the music and let it guide your toy!'
- •'Find your own special space!'
- •'Show me slow, controlled toy movements!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 6m x 6m clear area, ideally larger for travelling movements
Surface Check
Non-slip surface essential, check for any obstacles or hazards on floor
Equipment Safety
Safety Checks
- •Ensure music volume is appropriate for space and children's hearing
- •Check all electrical equipment is safely positioned
- •Confirm any markers or visual aids are safely placed
Risk Management
Key Risks
- •Collisions during travelling movements
- •Falls during level changes
- •Overexertion in young children
- •Hearing damage from loud music
Risk Mitigation
- •Establish clear boundaries and personal space rules
- •Teach and reinforce 'eyes forward' rule for travelling
- •Monitor energy levels and provide rest periods
- •Model controlled movement throughout lesson
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all children during travelling
- •Move around space during individual exploration
- •Monitor closely during peer assessment for appropriate behaviour
Emergency Procedures
Stop activity immediately if unsafe behaviour occurs, assess any injuries calmly, follow school first aid protocols