Lesson 3 - Travelling Through the Jungle with Levels
Creative Jungle Adventures Through Movement and Expression
•Reception
•Dance
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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
Positioned where all students can hear clearly
Alternative: Tablet or phone with speakers
Down in the Jungle, Bare Necessities, Hakuna Matata, I Want to Be Like You
Alternative: Jungle-themed music playlist
Remove obstacles, ensure non-slip surface
Alternative: Outdoor space if weather permits
Mark clear performance and audience areas
Alternative: Chairs to mark boundaries
Key Vocabulary
The height at which we move - high (stretched up), medium (normal standing), low (close to ground)
Moving from one place to another through space
A short dance phrase or movement pattern that we can repeat
Being able to start, stop and change our movements when we want to
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
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