Lesson 1 - Jungle Adventure Movement
Jungle Book Dance Adventure
•Year 1
•Dance
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How can we use our whole body to tell a story about exploring the jungle?
Learning Objectives
- Compose a travelling sequence using different body parts to express jungle movements
- Explore ideas, moods and feelings experienced in jungle environments
- Show control, coordination and spatial awareness whilst moving expressively
Key Outcomes
- Students will create a jungle adventure sequence using at least two different body parts
- Students will demonstrate control when moving through space and responding to music
- Students will explain the ideas and mood expressed in their dance movements
Equipment & Resources Required
Place in baskets at each end of the hall for easy distribution
Alternative: Foam balls, scarves, or any soft throwing objects
Create a clear dividing line across the width of the hall
Alternative: Masking tape, rope, or chalk line
Position for clear sound throughout the hall
Alternative: Tablet or phone with portable speaker
Large enough for whole class to see clearly
Alternative: Digital display, books, or printed photographs
Queue up appropriate tracks in advance
Alternative: Nature sounds, rhythmic instrumental music
Key Vocabulary
Moving from one place to another using various body actions
Different parts of our body we can use to create movement - arms, legs, elbows, whole body
A series of movements performed one after another in a particular order
Using our face and body to show feelings and ideas
The feeling or atmosphere created by the dance
Being aware of the space around you and other people when moving
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic locomotor movements like walking, running, skipping
- Understanding of personal space and general space
- Ability to follow simple movement instructions
Current Skills
- Using different body parts expressively
- Creating travelling sequences
- Moving to represent ideas and feelings
- Working collaboratively in pairs
Next Steps
- Developing more complex movement patterns
- Adding levels and pathways to dance sequences
- Incorporating props and apparatus into dance
- Creating longer, more detailed movement stories
Milestone Indicators
Key Teaching Points
- Different body parts can create different types of movement and expression
- Movements can tell stories and express emotions effectively
- Working with a partner requires listening, sharing ideas and taking turns
- Spatial awareness is crucial when moving in shared space with others
- Music can enhance movement quality and help maintain rhythm
Common Misconceptions
- Only hands and feet can be used for movement - encourage use of elbows, whole body, different levels
- Dance must be perfect - emphasise creativity and expression over technical perfection
- Boys don't do dance - ensure all students see movement as storytelling and athletic expression
- Movements must be big to be good - teach that controlled, small movements can be just as expressive
SEN Adaptations
ADHD
- Use energetic activities for engagement, provide clear boundaries, offer movement breaks as needed
dyspraxia
- Break down movements into smaller steps, provide extra practice time, offer simplified sequences
autism spectrum
- Provide clear structure and routine, offer quiet spaces if needed, use visual schedules for lesson sequence
visual impairment
- Use clear verbal descriptions of movements, provide physical guidance for positioning, use contrasting equipment colours
hearing impairment
- Use visual demonstrations, hand signals for instructions, vibrating speaker for music if available
physical disability
- Adapt movements for wheelchair users, focus on upper body actions, provide seated alternatives
Cross-Curricular Links
English
Descriptive language for jungle environments, storytelling through movement, vocabulary development for emotions and actions
Maths
Counting beats and sequences, understanding patterns in movement, spatial awareness and directions
Science
Animal movements and habitats, understanding how different animals move through jungle environments
Geography
Jungle environments around the world, different climates and landscapes, mapping imaginary journeys
PSHE
Expressing emotions safely, working cooperatively with partners, building confidence through performance
Teacher Guidance
Positioning
Move around the outside of the activity area to maintain visual contact with all students
Observation Focus
Watch for confident use of different body parts, spatial awareness, and collaborative skills
Intervention Points
Support students who struggle with partner work, guide those needing movement ideas
Demonstration Notes
Use exaggerated movements so all students can see clearly, demonstrate both correct technique and expressive quality
Verbal Cues
- •'Show me those elbows pushing!'
- •'Use your whole body for swimming!'
- •'Find your own space!'
- •'Remember our jungle story!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear space, suitable for 30 students moving simultaneously
Surface Check
Clean, dry, non-slip surface suitable for floor work and energetic movement
Equipment Safety
Safety Checks
- •Bean bags/balls checked for damage and safe throwing weight
- •Cones positioned securely to avoid tripping hazards
- •Music equipment positioned safely away from movement area
Risk Management
Key Risks
- •Collisions during energetic movement phases
- •Slips during floor work and stretching
- •Overexertion during continuous movement
Risk Mitigation
- •Clear boundaries established for all activities
- •Adequate spacing maintained between students
- •Regular breaks and breathing spaces
- •Teacher positioned for optimal supervision
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during movement
- •Monitor energy levels and provide rest as needed
- •Watch for safe spatial awareness during partner work
Emergency Procedures
Stop signal established and practised, clear pathways to exit, first aid kit accessible