Lesson 2 - Jungle Movement and Partner Shapes
Jungle Book Dance Adventure
•Year 1
•Dance
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How can we use our bodies to tell the story of Mowgli's jungle adventures with a partner?
Learning Objectives
- Perform with awareness of body shape whilst working collaboratively with a partner
- Show control, coordination and spatial awareness in dance movements
- Demonstrate musicality and respond naturally to rhythm throughout performance
Key Outcomes
- Students will create and perform three different still shapes with a partner, each held for 3 counts
- Students will link shapes with travelling actions to create a jungle journey sequence
- Students will demonstrate understanding of the Jungle Book story through movement
Equipment & Resources Required
Position centrally for clear sound throughout hall
Alternative: iPad/tablet with speakers, CD player
Have track queued and volume tested before lesson
Alternative: Nature sounds, tribal drumming music
Mark safe boundaries around dance area
Alternative: Spots, bean bags for boundaries
Key Vocabulary
A frozen position that tells part of a story, like a statue or photograph
Moving from one place to another using different actions
A series of movements performed one after another in order
Working together with another person to create movements
The beat or pulse in music that we can move to
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of body parts
- Ability to make simple shapes with their body
- Basic listening skills
Current Skills
- Creating still shapes with a partner
- Travelling actions between shapes
- Responding to music and rhythm
Next Steps
- Creating longer dance sequences
- Adding more complex travelling actions
- Performing with expression and character
Milestone Indicators
Key Teaching Points
- Partners must work together cooperatively throughout all activities
- All shapes should be held still for 3 clear counts to develop control
- Travelling actions should reflect jungle animals and stay in character
- Music is used to support movement quality and rhythm development
- Safety through controlled movements and appropriate spacing
- Link all movements back to The Jungle Book story for meaningful context
- Encourage creativity while maintaining structure and safety
Common Misconceptions
- Thinking shapes need to be identical rather than complementary between partners
- Believing faster movements are better rather than controlled, quality movements
- Assuming all travelling must be at ground level rather than exploring different heights
- Thinking performance means perfect rather than confident and committed
- Believing dance requires special ability rather than willingness to explore and express
SEN Adaptations
ADHD
- Movement breaks built into activity, clear visual boundaries, regular refocusing activities, shorter sequence requirements
dyspraxia
- Simpler shapes with less balance challenge, additional practice time, visual and verbal cues combined, seated alternatives
autism spectrum
- Clear visual schedule of lesson structure, consistent partner pairings, quiet space available if needed, predictable routine
visual impairment
- Use verbal descriptions of shapes, partner guidance system, tactile cues for positioning, ensure music is clear for audio cues
hearing impairment
- Visual demonstrations with exaggerated movements, hand signals for counting, vibration cues through floor contact
physical disability
- Adapted shapes using available range of movement, seated versions where needed, focus on achievable movements
Cross-Curricular Links
English
Vocabulary development with jungle and movement words, story comprehension through The Jungle Book narrative, descriptive language for shape and movement qualities
Maths
Counting in 3s for shape holds, understanding sequence and pattern, spatial concepts of high/low levels
Geography
Learning about jungle environments and habitats, understanding different climates where jungles exist
Music
Responding to rhythm and beat, interpreting music through movement, understanding how music supports storytelling
PSHE
Partner cooperation and communication, building confidence through performance, celebrating others' achievements
Teacher Guidance
Positioning
Move around space to see all pairs, position centrally for demonstrations
Observation Focus
Partner cooperation, shape quality, spatial awareness, musical response
Intervention Points
Step in if partners struggling to cooperate, unsafe movements, or students not engaging
Demonstration Notes
Use teaching assistant or confident student for partner demonstrations, exaggerate movements for visibility, model positive partner cooperation
Verbal Cues
- •'Hold that shape... 1, 2, 3!'
- •'Travel together with your partner'
- •'Make your shapes clear like photographs'
- •'Listen to the jungle music and let it help you move'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 10m x 10m clear space, soft flooring preferred (gym mats if hard floor)
Surface Check
Non-slip surface, free from obstacles, adequate space between pairs
Equipment Safety
Safety Checks
- •Music volume at appropriate level to hear instructions
- •No loose equipment in movement area
- •Boundary markers placed safely around edges
Risk Management
Key Risks
- •Collisions during travelling movements
- •Loss of balance during shape-making
- •Overexertion during warm-up tag game
Risk Mitigation
- •Clear boundaries and pathways established
- •Controlled movements only - no running during dance
- •Partner spacing monitored throughout
- •Gentle tagging rules enforced during warm-up
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all students during partner work
- •Monitor partner interactions for safety and cooperation
- •Watch for signs of fatigue or overheating
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, contact office if needed