Lesson 2 - Animal Movement and Expression
Themed Movement Exploration
•Reception
•Dance
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How can we use our bodies to express different animals through movement, levels, and directions?
Learning Objectives
- Explore animal stimuli using a range of levels and directions
- Choreograph a short sequence combining levels and directions
- Demonstrate the ability to work with others to develop a sequence
Key Outcomes
- Students will perform animal movements using different levels and directions
- Students will create and rehearse a short animal-themed sequence
- Students will work collaboratively to develop and improve their sequences
Equipment & Resources Required
Pre-select cards appropriate for reception age group
Alternative: Pictures from books, teacher-led animal calling
Volume appropriate for hall size, easy pause/play access
Alternative: Tablet with speaker, phone with portable speaker
Spaced 2 metres apart to create partner working areas
Alternative: Chalk marks, tape squares, bean bags
Different tempos for different animals - slow for elephants, quick for mice
Alternative: Nature sounds, instrumental music without lyrics
Key Vocabulary
The height at which we move - high, middle, or low
The pathway we take when moving - forwards, backwards, sideways
A series of movements that flow from one to the next
Using face and body to show the character of the animal
Moving smoothly from one action to the next without stopping
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and control
- Understanding of high and low movements
- Experience following simple instructions
Current Skills
- Using different levels in animal movements
- Creating short movement sequences
- Working collaboratively with a partner
Next Steps
- Combining multiple animals in one sequence
- Adding rhythmic elements to movement
- Performing sequences to an audience
Milestone Indicators
Key Teaching Points
- Encourage full body expression in animal movements rather than just using arms
- Emphasise clear level changes - high, medium, low - with exaggerated differences
- Focus on smooth transitions between actions to create flowing sequences
- Promote collaborative working with both partners contributing equally
- Use positive, specific feedback highlighting effort and creativity
- Connect movements to real animal characteristics and habitats
- Maintain energy and enthusiasm while ensuring safety and control
Common Misconceptions
- Animals only move in one way - teach that animals use various movements and levels
- Dancing must be perfect - emphasise creativity and effort over perfection
- Only arms needed for animal movements - encourage whole body expression
- Sequences must be complex - show that simple, clear movements are effective
- Everyone must perform the same way - celebrate individual interpretation and creativity
SEN Adaptations
ADHD
- Shorter activity segments, frequent movement breaks, clear boundaries and expectations, positive reinforcement
dyspraxia
- Simplified movement sequences, extra practice time, larger working spaces, patient progression through skills
autism spectrum
- Clear structure and routine, visual schedule of activities, quiet reflection space if needed, consistent partnerships
visual impairment
- Clear verbal descriptions of animal movements, tactile exploration of levels through touch, buddy system for spatial awareness
hearing impairment
- Visual demonstrations of all movements, sign language support where available, clear visual cues for music stops
physical disability
- Adapted animal movements using available mobility, seated variations of movements, focus on achievable actions
Cross-Curricular Links
English
Descriptive vocabulary development, following verbal instructions, expressing ideas about animal characteristics
Science
Understanding how animals move and live, exploring animal habitats and behaviours, body awareness
PSHE
Working cooperatively with partners, giving and receiving feedback, building confidence through performance
Teacher Guidance
Positioning
Central position during demonstrations, circulate during partner work, front position for performances
Observation Focus
Level usage, partner collaboration, animal expression, spatial awareness, safety
Intervention Points
Step in if unsafe movement, support struggling pairs, redirect off-task behaviour
Demonstration Notes
Always demonstrate with exaggerated movements for clarity, use positive energy, show both correct and incorrect examples
Verbal Cues
- •'Show me different levels!'
- •'Make your animal come alive!'
- •'Flow like water between actions!'
- •'Use your whole body to tell the story!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, suitable for 30 Reception students moving safely
Surface Check
Non-slip surface, free from obstacles, appropriate for movement activities
Equipment Safety
Safety Checks
- •Animal cards have no sharp edges
- •Cones/spots placed securely and visible
- •Music equipment positioned safely away from movement area
Risk Management
Key Risks
- •Collisions during animal movements
- •Falls during level changes
- •Over-excitement leading to unsafe behaviour
Risk Mitigation
- •Clear boundaries and working areas established
- •Adequate spacing between pairs
- •Progressive skill building from simple to complex
- •Constant supervision and clear instructions
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor high-activity warm-up phase closely
- •Circulate during partner work
- •Ensure safe performance area
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support as needed