Lesson 1 - Animal Movements and Shapes
Creative Animal Expression Through Movement and Partnership
•Year 1
•Dance
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How can we use our bodies to show how different animals move and look?
Learning Objectives
- To move safely and creatively in space exploring animal movements
- To use theme-related words to inspire different types of movement showing good timing and use of levels
- To create and perform simple movement patterns inspired by animals
Key Outcomes
- Students will create theme-related shapes, movements and actions using their bodies
- Students will contribute to a mind map and translate ideas into movement
- Students will perform the first 16 counts of a 32-count animal motif sequence
Equipment & Resources Required
Position where all children can see clearly from sitting area
Alternative: Large sheets of paper, interactive whiteboard
Different colours available for mind map creation
Alternative: Chalk if using blackboard, digital pen for interactive board
Test volume levels before lesson, ensure all children can hear clearly
Alternative: Portable speaker, tablet with speaker, CD player
Cued ready to play for warm-up
Alternative: Tumble Tots Action Rhymes or similar upbeat children's music
Ready for animal statues game
Alternative: 'I Just Can't Wait to be King' or similar animal-themed music
Clear track for teaching and performing sequences
Alternative: 'I'm the King of the Swingers' or similar rhythmic music for sequences
Key Vocabulary
A visual way of organising ideas and words around a central theme
The height at which we move - high (standing tall), medium (normal height), low (crouching or on floor)
How we perform movements - fast/slow, strong/gentle, smooth/sharp
A series of movements performed one after another in a set order
To stop moving completely and hold a still position like a statue
To make up movements on the spot without planning them first
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and spatial understanding
- Following simple movement instructions
- Understanding of high, medium and low levels
Current Skills
- Creating theme-related movements and shapes
- Working collaboratively to build movement sequences
- Observing and giving feedback on movement quality
Next Steps
- Developing longer dance sequences with clear structure
- Adding more complex dynamics and timing patterns
- Creating original choreography with partners
Milestone Indicators
Key Teaching Points
- Establish clear spatial boundaries and expectations for safe movement from the start
- Use the mind map as a constant reference point throughout the lesson to reinforce learning
- Count sequences aloud consistently to help children internalise timing patterns
- Emphasise animal characteristics over perfect technique to encourage creativity and confidence
- Create a supportive performance atmosphere where all efforts are celebrated
- Link movements to animal science knowledge to deepen understanding
- Use positive, specific feedback language to help children improve and build confidence
Common Misconceptions
- That dance movements must be perfect rather than expressive and creative
- That louder or bigger movements are always better than controlled, characteristic ones
- That there is only one correct way to represent each animal through movement
- That making mistakes during performance is negative rather than part of learning
- That boys cannot enjoy or excel at dance activities
- That sequence memory is more important than understanding movement quality
SEN Adaptations
ADHD
- Use shorter activity bursts, provide regular movement breaks, clear visual and physical boundaries
dyspraxia
- Break down movements into smaller steps, provide extra practice time, allow larger movement patterns
autism spectrum
- Provide visual sequence cards, establish clear routines, allow observation time before participation
visual impairment
- Use clear verbal descriptions of movements, provide physical guidance, ensure music volume is appropriate
hearing impairment
- Use clear visual demonstrations, tap rhythms on shoulder, provide written sequence cards with pictures
physical disability
- Adapt movements for seated position, use upper body only versions, modified sequences maintaining animal character
Cross-Curricular Links
English
Vocabulary development through animal words, speaking and listening during discussions, following instructions
Maths
Counting sequences, pattern recognition in movements, timing and rhythm patterns
Science
Animal habitats and characteristics, how animals move and adapt to environments
Art
Visual representation of animals, observational drawing of animal shapes and forms
Geography
Animals from different continents and climate zones, world animal habitats
PSHE
Confidence building through performance, cooperation in group work, giving and receiving feedback
Teacher Guidance
Positioning
Move around perimeter during movement sections for maximum visibility, centre front for demonstrations
Observation Focus
Watch for spatial awareness, sequence retention, musical timing, and creative expression
Intervention Points
Step in if unsafe movement, children struggling with sequence, or negative peer interactions
Demonstration Notes
Demonstrate: Use exaggerated, clear movements for visibility. Count aloud consistently. Show animal characteristics obviously for younger children.
Verbal Cues
- •'Show me your animal character!'
- •'Remember to use your whole body!'
- •'Keep the counts steady - 1, 2, 3, 4!'
- •'Watch the space around you!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall size 8m x 12m, clear of obstacles and furniture
Surface Check
Non-slip floor surface, dry and clean, suitable for floor work and movement
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement area
- •Whiteboard/flipchart stable and secure
- •Markers have lids on when not in use
Risk Management
Key Risks
- •Collisions during free movement and animal statues
- •Falls during pouncing and low-level snake movements
- •Overexertion during energetic sequences
Risk Mitigation
- •Clear boundaries established for movement area
- •Adequate spacing between children during individual work
- •Progressive warm-up before vigourous movement
- •Controlled transitions between activities
- •Teacher positioned for maximum supervision
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all children during movement phases
- •Monitor pouncing movements for control and safety
- •Watch for signs of fatigue or overexertion
- •Ensure inclusive participation for all ability levels
Emergency Procedures
Stop activity immediately, assess injury/situation, provide appropriate first aid, contact office if needed