Lesson 3 - Travelling with Toy-Inspired Movements and Level Changes
Creative Expression Through Toy-Inspired Movement
•Reception
•Dance
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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
Positioned for clear audio throughout space
Alternative: Portable speaker, tablet with speaker
Toybox Song, Take a Look in the Toy box, Once Around the Toybox queued
Alternative: Playlist on streaming service
Free from obstacles, non-slip surface
Alternative: Hall, gymnasium, large classroom
Define safe dancing area boundaries
Alternative: Masking tape, rope
Key Vocabulary
How high or low our body is when we move - high (stretching up), medium (normal standing), low (close to ground)
Moving from one place to another using different parts of our body
A short dance phrase that tells part of our toy story
Stopping completely still like a statue when the music stops
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
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
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all children during travelling
- •Move among children during individual practice
- •Monitor energy levels and breathing throughout
- •Check understanding before progression
Emergency Procedures
Stop signal established, first aid kit accessible, clear evacuation route