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Lesson 3 - Travelling Through the Jungle with Levels

Creative Jungle Adventures Through Movement and Expression

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Reception

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Dance

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45 min

Big Question

How can we travel like jungle animals using different levels to tell our story?

Learning Objectives

To be creative in our use of travelling movements inspired by jungle animals
To show use of different levels in our travelling movements
To move safely in space taking care of ourselves and others (heads up, eyes forward, control speed)

Key Outcomes

Students will travel safely and creatively in space using jungle animal movements
Students will demonstrate different levels when travelling
Students will combine motif actions with travelling movements to create a dance sequence

Equipment & Resources Required

Music Player

Positioned where all students can hear clearly

Alternative: Tablet or phone with speakers

Music Tracks

4 tracks

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

Alternative: Jungle-themed music playlist

Open Floor Space

Hall or large classroom

Remove obstacles, ensure non-slip surface

Alternative: Outdoor space if weather permits

Markers

4-6 cones or tape

Mark clear performance and audience areas

Alternative: Chairs to mark boundaries

Key Vocabulary

Levels

The height at which we move - high (stretched up), medium (normal standing), low (close to ground)

Travelling

Moving from one place to another through space

Motif

A short dance phrase or movement pattern that we can repeat

Control

Being able to start, stop and change our movements when we want to

Spatial awareness

Knowing where we are and where others are around us

Skill Progression Pathway

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

Prior Learning

Basic understanding of personal and general space
Simple jungle animal movements from previous lessons
Beginning awareness of high and low levels

Current Skills

Travelling safely using different levels
Adapting motif actions into travelling movements
Moving in time to music with control

Next Steps

Creating more complex travelling sequences
Working with partners to create jungle scenes
Adding emotional expression to movements

Milestone Indicators

Shows clear differentiation between high, medium and low levels

Maintains spatial awareness whilst moving creatively

Demonstrates control and safety in all movements

Key Teaching Points

Always emphasise safety with 'heads up, eyes forward' and controlled speed
Make level changes clearly visible by exaggerating demonstrations
Connect all movements to jungle animal characters to maintain engagement
Use music to support timing and energy but don't let it override safety
Encourage creativity while maintaining the core learning objectives
Provide positive, specific feedback that builds confidence
Balance individual exploration with whole-class learning

Common Misconceptions

Thinking that 'low level' means lying on the floor - clarify that it means close to ground but still moving
Believing that travelling must be fast - emphasise that control is more important than speed
Assuming all jungle animals move the same way - encourage exploration of different animal characteristics
Thinking that levels only change at the beginning or end - show how levels can change throughout movement
Believing that copying others exactly is better than personal interpretation - celebrate individual creativity

SEN Adaptations

ADHD

Provide clear movement boundaries, use frequent position changes, give specific roles during partner work

dyspraxia

Break movements into smaller steps, allow extra practice time, pair with supportive partners, focus on effort over perfection

autism spectrum

Provide visual schedule of lesson activities, use consistent routines, offer quiet space if overwhelmed by performance

visual impairment

Use clear verbal descriptions of levels, provide physical guidance for spatial awareness, use high contrast markers for boundaries

hearing impairment

Use visual demonstrations, clear hand signals for levels, ensure students can see teacher at all times

physical disability

Adapt level changes to seated position (arms up/middle/down), modify travelling to suit mobility, ensure wheelchair accessible space

Cross-Curricular Links

English

Vocabulary development with movement terms, listening skills during instruction, expressing ideas about animal characteristics

Science

Understanding how the body moves, balance and stability, forces in jumping and landing

Geography

Exploring jungle environments, understanding different habitats and animal adaptations

PSHE

Working cooperatively with others, building confidence through performance, giving and receiving feedback kindly

Teacher Guidance

Positioning

Move around space during activities to observe from different angles, position centrally for demonstrations

Observation Focus

Watch for level clarity, spatial awareness, creative interpretation, and positive peer interaction

Intervention Points

Step in if spatial awareness compromises safety, if students struggle with level concepts, or if peer feedback becomes negative

Demonstration Notes

Always demonstrate movements slowly first, then at performance speed. Exaggerate level changes for clarity. Use enthusiastic but controlled energy to model appropriate performance style.

Verbal Cues

•'Heads up, eyes forward!'
•'Show me your levels!'
•'Control your speed!'
•'Find your own space!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear floor space, suitable for 30 students moving simultaneously

Surface Check

Non-slip surface essential, check for wet spots or obstacles before starting

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Cables secured and not creating trip hazards
•Volume appropriate for instruction and safety calls

Risk Management

Key Risks

•Collisions during travelling movements
•Falls due to loss of control during level changes
•Overexertion leading to loss of spatial awareness

Risk Mitigation

•Establish clear movement boundaries with visual markers
•Emphasise 'heads up, eyes forward' throughout
•Control speed of movements with verbal cues and music tempo
•Regular spatial awareness reminders during activities

Supervision & Emergency Procedures

Supervision Points

•Position to observe all students during travel phases
•Watch for signs of fatigue affecting control
•Monitor peer interactions during partner work

Emergency Procedures

Clear stop signal established, first aid kit accessible, emergency contact information available