Lesson 2 - Jungle Movement and Expression
Jungle Adventures Through Creative Movement
•Nursery
•Dance
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How can we use our bodies to tell the story of jungle animals through movement?
Learning Objectives
- To listen carefully to poetry and respond creatively with movement
- To develop the second section of our jungle dance motif
- To move safely in space whilst expressing jungle animal characteristics
Key Outcomes
- Children will create expressive movements inspired by jungle poetry
- Children will perform a complete jungle dance motif with confidence
- Children will demonstrate safe movement awareness in shared space
Equipment & Resources Required
Place one set in each corner of the room at child height
Alternative: Printed pictures or simple drawings on paper
Position for clear sound throughout hall
Alternative: Tablet/phone with portable speaker
Cue: 'Down in the Jungle', 'Hakuna Matata', 'King of the Swingers'
Alternative: Free jungle sounds from YouTube or similar
Large text or display for all children to see
Alternative: Simple jungle-themed poem or create your own
Key Vocabulary
A short dance sequence that can be repeated
Making up and arranging dance movements
Using your face and body to show feelings
Everyone moving at exactly the same time
How we perform movements - fast, slow, strong, gentle
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic spatial awareness and following simple instructions
- Experience with moving to music and stopping on command
- Introduction to jungle animals and their characteristics from Unit 1
Current Skills
- Creating expressive movements inspired by poetry
- Combining movements into a sequence
- Performing with confidence to an audience
Next Steps
- Adding levels and dynamics to movement sequences
- Creating partner and group choreography
- Performing with props and costume elements
Milestone Indicators
Key Teaching Points
- Always model enthusiasm and creativity to encourage children's participation
- Use specific, positive language when describing children's movements
- Provide clear counting and timing structure throughout the lesson
- Balance individual creativity with group coordination skills
- Create safe environment where all movement ideas are valued and respected
- Connect movement choices back to poem words to reinforce listening skills
- Build confidence through positive peer feedback and celebration of effort
Common Misconceptions
- Children thinking there are 'right' and 'wrong' ways to move - emphasise creativity and personal interpretation
- Expecting immediate coordination with music - allow time for gradual development
- Believing only confident children should perform - ensure all children have opportunities to share
- Thinking dance is only for certain children - emphasise that everyone can express themselves through movement
- Assuming children will remember sequences immediately - provide repeated practice and support
SEN Adaptations
ADHD
- Break activities into shorter segments, provide regular movement breaks, use clear visual boundaries for personal space
dyspraxia
- Demonstrate movements multiple times, break down complex actions into smaller parts, provide additional practice time and support
autism spectrum
- Provide visual schedule of lesson activities, offer quiet space if needed, use consistent routines and clear expectations
visual impairment
- Use clear verbal descriptions of movements, provide physical guidance where appropriate, use high contrast picture cards
hearing impairment
- Use visual demonstrations extensively, provide vibration cues for music, use hand signals for start/stop
physical disability
- Adapt movements for seated participation, focus on upper body actions, provide alternative ways to show animal characteristics
Cross-Curricular Links
English
Listening to poetry, vocabulary development, describing movements and actions, following instructions
Maths
Counting beats and sequences, understanding patterns, spatial concepts of direction and pathways
Science
Understanding how bodies move, exploring animal characteristics and habitats, cause and effect in movement
PSHE
Building confidence, working cooperatively, giving and receiving feedback, expressing feelings through movement
Teacher Guidance
Positioning
Position centrally where all children can see and hear clearly, move around to support individuals during exploration
Observation Focus
Watch for creative movement responses, peer interaction quality, safety awareness, and confidence levels
Intervention Points
Step in if children struggling with movement ideas, if unsafe movement occurs, or if peer interactions become negative
Demonstration Notes
Always demonstrate movements clearly and with enthusiasm, use exaggerated actions suitable for nursery age, model positive language and encouragement throughout
Verbal Cues
- •'Show me your jungle animal!'
- •'Remember to stay in your own space!'
- •'What would this animal look like moving?'
- •'I can see you really thinking about that word!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, suitable for 30 children moving simultaneously
Surface Check
Non-slip floor surface, free from obstacles and hazards
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement area
- •Picture cards securely attached at child height
- •No sharp edges or corners in movement space
Risk Management
Key Risks
- •Collisions during energetic animal movements
- •Falls during floor work and relaxation
- •Over-excitement leading to unsafe movement
Risk Mitigation
- •Clear personal space boundaries established
- •Constant reminders about spatial awareness
- •Progressive building from simple to complex movements
- •Clear start/stop signals for all activities
Supervision & Emergency Procedures
Supervision Points
- •Position for visual oversight of all children at all times
- •Monitor energy levels and adjust as needed
- •Watch for children who may need additional support
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, have emergency contacts readily available