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Lesson 2 - Animal Movement and Expression

Themed Movement Exploration

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Reception

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Dance

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30 min

Big Question

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

Yoga Cards

1 pack (various animals)

Pre-select cards appropriate for reception age group

Alternative: Pictures from books, teacher-led animal calling

Tunnel Systems

Volume appropriate for hall size, easy pause/play access

Alternative: Tablet with speaker, phone with portable speaker

Cones

15 pairs (30 total)

Spaced 2 metres apart to create partner working areas

Alternative: Chalk marks, tape squares, bean bags

Music Player

Various tracks

Different tempos for different animals - slow for elephants, quick for mice

Alternative: Nature sounds, instrumental music without lyrics

Key Vocabulary

Levels

The height at which we move - high, middle, or low

Directions

The pathway we take when moving - forwards, backwards, sideways

Sequence

A series of movements that flow from one to the next

Expression

Using face and body to show the character of the animal

Flow

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

Demonstrates clear level changes in animal movements

Creates flowing sequences with partner

Shows expression and character in movements

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