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Lesson 3 - Travelling with Toy-Inspired Movements and Level Changes

Creative Expression Through Toy-Inspired Movement

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Reception

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Dance

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45 min

Big Question

How can we travel like our favourite toys using different levels to tell a story through movement?

Learning Objectives

To be creative in our use of travelling movements inspired by toys
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 demonstrate safe travelling movements at different levels
Students will create toy-inspired travelling sequences showing creativity
Students will perform their motif combined with a travelling section

Equipment & Resources Required

Music Player

Positioned for clear audio throughout space

Alternative: Portable speaker, tablet with speaker

Music Tracks

3 tracks

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

Alternative: Playlist on streaming service

Open Floor Space

Minimum 6m x 6m

Free from obstacles, non-slip surface

Alternative: Hall, gymnasium, large classroom

Sun Markers

4-6 cones

Define safe dancing area boundaries

Alternative: Masking tape, rope

Key Vocabulary

Level

How high or low our body is when we move - high (stretching up), medium (normal standing), low (close to ground)

Travel

Moving from one place to another using different parts of our body

Motif

A short dance phrase that tells part of our toy story

Freeze

Stopping completely still like a statue when the music stops

Control

Moving carefully and smoothly, not too fast or bumping into others

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Students can perform basic locomotor movements
Students understand the concept of personal space
Students can freeze on command to music

Current Skills

Travelling safely at different levels
Creating toy-inspired movement sequences
Combining motif with travelling movements

Next Steps

Developing partner work in dance
Creating longer dance sequences
Adding dynamics and expression to movements

Milestone Indicators

Shows clear differentiation between high, medium and low levels

Demonstrates controlled travelling movements

Combines movements creatively to represent toys

Key Teaching Points

Safety first - heads up, eyes forward, controlled speed in shared space
Clear differentiation between high, medium and low levels throughout movement
Creative interpretation of toy characters through movement
Smooth transitions between levels rather than jerky changes
Musical timing - moving with the beat rather than against it
Positive feedback focus - celebrating effort and creativity
Building confidence through supportive partner work and audience skills

Common Misconceptions

Levels are about speed rather than height - clarify that levels refer to body position relative to ground
Travelling means moving fast - emphasise controlled, safe movement at appropriate pace
Dance has to look 'perfect' - focus on creative expression and personal interpretation
Feedback should point out mistakes - train children to give positive, encouraging observations
Music timing means moving frantically - teach listening for beat and matching movement pace to music

SEN Adaptations

ADHD

Short activity segments with clear transitions, movement breaks built in, visual and physical cues, positive reinforcement

dyspraxia

Simplified movement patterns, extra practice time, peer buddy support, breaking movements into smaller steps

autism spectrum

Clear routine and structure, visual schedule of lesson sections, quiet space available if needed, consistent language

visual impairment

Clear verbal descriptions of all movements, tactile guidance for level positions, partner support for spatial awareness

hearing impairment

Visual demonstrations of all instructions, vibrating speaker for music feel, clear visual cues for start/stop

physical disability

Adapted level positions using available range of motion, seated travelling options, use of wheelchairs or mobility aids

Cross-Curricular Links

English

Vocabulary development (level, travel, motif), following multi-step instructions, descriptive language for movement

Maths

Counting beats in music, understanding high/medium/low as measurement concepts, spatial awareness and direction

Science

Understanding of body parts and movement, balance and forces, sounds and rhythm

Art

Creative expression through movement, interpretation of themes, performance and presentation skills

PSHE

Working cooperatively with partners, giving positive feedback, building confidence through performance

Teacher Guidance

Positioning

Move around room perimeter during free movement, central for demonstrations, among children for individual support

Observation Focus

Look for safe movement patterns, clear level differentiation, creative interpretation, musical timing, positive peer interactions

Intervention Points

Step in if unsafe movement observed, if children struggling with level concepts, if peer interactions become negative

Demonstration Notes

Use exaggerated movements for clarity, maintain toy character throughout, break complex movements into smaller parts, involve children in demonstrations

Verbal Cues

•'Heads up, eyes forward!'
•'Show me your high level!'
•'Listen to the music beat!'
•'Smooth changes between levels!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 6m x 6m clear floor space, preferably larger for Reception group movement

Surface Check

Non-slip floor essential for level changes and travelling movements

Equipment Safety

Safety Checks

•Music volume appropriate for instruction
•Boundary markers clearly visible and stable
•No obstacles in movement pathways

Risk Management

Key Risks

•Collisions during travelling movements
•Falls during level changes
•Overexertion during active phases

Risk Mitigation

•Clear boundaries and pathways established
•Emphasis on heads up, eyes forward movement
•Controlled speed and gradual progression
•Individual personal spaces maintained
•Proper warm-up before vigourous movement