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Lesson 3 - Jungle Dance - Travelling with Levels

Jungle Adventures Through Creative Movement

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Nursery

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Dance

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45 min

Big Question

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

Music Player

Positioned where all children can hear clearly

Alternative: iPad/phone with portable speaker

Music Tracks

Playlist

Queue up: Down in the Jungle, Bare Necessities, Hakuna Matata, I Want to Be Like You

Alternative: Classical music with varying tempos

Marked Spaces

Minimum 6m x 6m

Remove chairs/tables, check for hazards

Alternative: Clear classroom space or outdoor area

Visual Aids

3 sets

Pictures showing high/medium/low positions

Alternative: Teacher demonstration only

Key Vocabulary

Levels

How high or low our body is when we move - high (stretched up), medium (normal standing), low (near the ground)

Travelling

Moving from one place to another across the space

Motif

Our special jungle dance moves that we learned and remember

Spatial awareness

Looking where we're going and keeping safe space around our body

Control

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

Consistent use of three distinct levels

Smooth transitions between movements

Sustained attention during longer sequences

Beginning to create original movements

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