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Lesson 3 - Travelling with Levels Using Toy Actions

Bringing Toys to Life Through Creative Movement

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Nursery

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Dance

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45 min

Big Question

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

Music Player

Position where all children can hear clearly

Alternative: Tablet with speaker, portable speaker

Music Tracks

Toybox Song, Take a Look in the Toy box, Once Around the Toybox

Alternative: Any child-friendly rhythmic music

Open Space

Minimum 6m x 6m clear area for safe movement

Alternative: Hall, large classroom, playground area

Era Posters

High (green), Medium (yellow), Low (red) visual cues

Alternative: Coloured cones, pictures, hand signals

Key Vocabulary

Levels

How high or low our body is from the ground

Travelling

Moving from one place to another in the space

Motif

A short sequence of movements that we can repeat

Space

The area around us where we can move safely

Control

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

Maintains awareness of others whilst moving

Shows clear distinction between high, medium, and low levels

Demonstrates creativity in interpreting toy actions

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