Lesson 3 - Jungle Dance - Travelling with Levels
Jungle Adventures Through Creative Movement
•Nursery
•Dance
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How can jungle animals inspire us to move at different levels as we travel through space?
Learning Objectives
- To use creative travelling movements inspired by jungle animals
- To demonstrate different levels (high, medium, low) whilst moving through space
- To move safely in space, showing awareness of self and others
Key Outcomes
- Students will create and perform travelling movements showing clear changes in level
- Students will demonstrate safe movement practices with spatial awareness
- Students will perform their jungle motif combined with a travelling sequence
Equipment & Resources Required
Positioned where all children can hear clearly
Alternative: iPad/phone with portable speaker
Queue up: Down in the Jungle, Bare Necessities, Hakuna Matata, I Want to Be Like You
Alternative: Classical music with varying tempos
Remove chairs/tables, check for hazards
Alternative: Clear classroom space or outdoor area
Pictures showing high/medium/low positions
Alternative: Teacher demonstration only
Key Vocabulary
How high or low our body is when we move - high (stretched up), medium (normal standing), low (near the ground)
Moving from one place to another across the space
Our special jungle dance moves that we learned and remember
Looking where we're going and keeping safe space around our body
Moving our body carefully and stopping when we want to
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic spatial awareness and safe movement
- Understanding of freeze and go commands
- Simple jungle animal movements from previous lessons
- Basic concept of levels (high/low)
Current Skills
- Travelling movements at different levels
- Creative interpretation of animal movements
- Combining stationary and travelling sequences
- Moving in time with music
Next Steps
- Creating longer dance sequences
- Working collaboratively in small groups
- Adding directional changes to travelling
- Developing rhythmic awareness
Milestone Indicators
Key Teaching Points
- Safety first - always emphasise looking ahead and spatial awareness
- Make level distinctions clear and exaggerated for nursery age children
- Use jungle animal imagery to engage imagination and motivation
- Encourage creativity while maintaining safe movement practices
- Build on previous learning by incorporating established motif
- Use music effectively to support timing and engagement
- Celebrate effort and creativity rather than perfection
Common Misconceptions
- Thinking levels only apply to static positions - teach levels during movement
- Believing travelling means moving fast - emphasise control and safety
- Assuming all children will understand level concepts immediately - provide multiple examples
- Thinking performance anxiety is negative - frame as exciting sharing opportunity
- Believing dance requires complex movements - celebrate simple, clear movements
SEN Adaptations
ADHD
- Use shorter activity bursts, provide clear boundaries and expectations, incorporate regular movement breaks
dyspraxia
- Break movements into smaller steps, provide additional practice time, use demonstration and support
autism spectrum
- Provide clear structure and routine, use visual schedules for activity sequence, offer quiet space if overwhelmed
visual impairment
- Use verbal cues for level changes, provide tactile guidance for movement exploration, pair with sighted partner for travelling
hearing impairment
- Use visual signals for level changes, demonstrate movements clearly, use vibrations or visual cues for musical timing
physical disability
- Adapt levels to seated or supported positions, modify travelling to possible movement patterns, focus on upper body expression
Cross-Curricular Links
English
Vocabulary development, following instructions, describing movement using adjectives
Maths
Counting movements, understanding high/medium/low as mathematical concepts, spatial awareness and direction
Science
Understanding how bodies move, effects of exercise, animal movement patterns in nature
Geography
Jungle environments, animal habitats, spatial concepts and directions
PSHE
Confidence building, working with others, giving and receiving feedback, celebrating achievements
Teacher Guidance
Positioning
Move around space to observe all children, position at front during demonstrations
Observation Focus
Watch for level understanding, spatial awareness, creative interpretation, safety compliance
Intervention Points
Step in if unsafe movement observed, support struggling learners, manage overexcitement
Demonstration Notes
Use clear, exaggerated movements for visibility, perform alongside children to model expectations
Verbal Cues
- •'Show me your high level!'
- •'Remember to look where you're going!'
- •'Beautiful level changes!'
- •'Keep it controlled!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 6m x 6m clear space, ideally indoor hall or large classroom
Surface Check
Non-slip surface, free from obstacles, appropriate for barefoot or soft shoe movement
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement space
- •Volume appropriate for space size
- •Secure setup to prevent equipment damage
Risk Management
Key Risks
- •Collisions during travelling movements
- •Falls during level changes
- •Overexcitement leading to unsafe movement
- •Fatigue affecting movement control
Risk Mitigation
- •Clear boundaries established for movement space
- •Emphasis on looking ahead while travelling
- •Controlled speed throughout activities
- •Regular reminders about spatial awareness
- •Progressive building of movement complexity
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all children during movement
- •Circulate during exploration phases
- •Monitor energy levels and behaviour
- •Intervene if unsafe practices observed
Emergency Procedures
Stop music immediately if incident occurs, assess situation, provide appropriate first aid, calm other children