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Lesson 1 - Jungle Adventure Movement

Jungle Book Dance Adventure

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Year 1

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Dance

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45 min

Big Question

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

Balls

20 (10 per team)

Place in baskets at each end of the hall for easy distribution

Alternative: Foam balls, scarves, or any soft throwing objects

Cones

6-8

Create a clear dividing line across the width of the hall

Alternative: Masking tape, rope, or chalk line

Music Player

Position for clear sound throughout the hall

Alternative: Tablet or phone with portable speaker

Pictures

4-6 images

Large enough for whole class to see clearly

Alternative: Digital display, books, or printed photographs

Themed Music

2-3 tracks

Queue up appropriate tracks in advance

Alternative: Nature sounds, rhythmic instrumental music

Key Vocabulary

Travelling

Moving from one place to another using various body actions

Body parts

Different parts of our body we can use to create movement - arms, legs, elbows, whole body

Sequence

A series of movements performed one after another in a particular order

Expression

Using our face and body to show feelings and ideas

Mood

The feeling or atmosphere created by the dance

Spatial awareness

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

Can identify and use at least 4 different body parts for movement

Maintains control when changing between different actions

Explains clearly what their movements represent

Shows awareness of others when moving in shared space

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