Lesson 1 - Animal Movement Exploration
Movement Expression
•Year 2
•Dance
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How can we use our bodies to tell stories about animals through movement and dance?
Learning Objectives
- To move safely and creatively in space using animal-inspired movements
- To use mind map words to create different types of travel showing good timing and use of levels
- To develop the first 16 counts of a 32-count animal motif through collaborative choreography
Key Outcomes
- Students will create theme-related shapes, movements and actions using their bodies
- Students will translate words and ideas into animal-themed movements
- Students will perform simple movement patterns with improved timing and spatial awareness
Equipment & Resources Required
Position for clear sound coverage of the space
Alternative: iPad/tablet with external speaker
Positioned at front of sitting area for whole class visibility
Alternative: Large paper sheets, interactive whiteboard
Different colours available for mind map creation
Alternative: Chalk for blackboard, digital pens for interactive board
Queued and ready for warm-up section
Alternative: Jungle Book soundtrack, animal-themed songs
Mark boundaries of performance and sitting areas
Alternative: Bean bags, spots, tape marks on floor
Key Vocabulary
A short movement phrase that can be repeated and developed
How high or low our body moves - high, medium, low
How we perform movements - fast/slow, strong/gentle, sudden/sustained
Moving in time with the music or counting beats
Creating and arranging dance movements in a sequence
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and personal space
- Simple travelling movements like walking and running
- Following simple instructions and stopping on command
Current Skills
- Creating animal-inspired shapes and movements
- Working collaboratively to develop movement sequences
- Using different levels and dynamics in movement
Next Steps
- Developing longer, more complex dance sequences
- Adding more sophisticated timing and rhythm patterns
- Creating original choreography with partners
Milestone Indicators
Key Teaching Points
- Always establish clear personal space boundaries before beginning movement
- Use animal characteristics to guide movement quality rather than just copying actions
- Build sequence gradually - master each animal before combining
- Encourage individual interpretation while maintaining safety
- Connect movement vocabulary to help children articulate what they observe
- Use positive feedback to build confidence in performance
- Link animal movements to their natural behaviours and habitats
Common Misconceptions
- Misconception: All animals of the same type move exactly the same way. Correction: Show how different snakes, cats, or birds might move differently based on size, habitat, or situation
- Misconception: Faster movement always looks better. Correction: Demonstrate how controlling timing and using appropriate speed for each animal creates more effective movement
- Misconception: You have to be on the floor to move like ground animals. Correction: Show how snake movements can be standing, sitting, or lying down
- Misconception: Dance movements have to be 'pretty' or 'perfect'. Correction: Emphasise that expressing the animal's character is more important than technical perfection
SEN Adaptations
ADHD
- Break activities into shorter segments, provide movement breaks between seated activities, use clear boundaries and expectations
dyspraxia
- Simplify animal movements to basic shapes, provide extra practice time, use verbal cues alongside visual demonstrations
autism spectrum
- Provide visual schedule of lesson activities, offer quiet space for breaks if needed, use consistent routine and clear expectations
visual impairment
- Use clear verbal descriptions of animal movements, provide tactile cues for animal shapes, ensure partner support available
hearing impairment
- Use visual demonstrations for all instructions, employ clear hand signals for timing, position child where they can see teacher clearly
physical disability
- Adapt animal movements for seated or supported positions, focus on upper body movements where appropriate, modify stamping to arm actions
Cross-Curricular Links
English
Vocabulary development through animal terminology, speaking and listening during discussions, descriptive language for movement qualities
Science
Animal habitats and characteristics, how animals move and why, understanding body parts and their functions
Geography
Animals from different parts of the world, habitats and environments, climate and adaptation
PSHE
Building confidence through performance, working collaboratively, giving and receiving feedback respectfully
Teacher Guidance
Positioning
Move around space to observe all children, position at front for demonstrations, ensure visibility from all angles
Observation Focus
Watch for safe movement, creative interpretation, engagement with theme, application of feedback
Intervention Points
Step in when unsafe movements occur, support struggling children with movement ideas, redirect off-task behaviour
Demonstration Notes
Always demonstrate movements clearly before children attempt them, use exaggerated movements for visibility, count out loud during sequence work
Verbal Cues
- •'Find your own space like a cat's territory'
- •'Show me strong elephant stamps'
- •'Smooth snake movements, no stopping'
- •'Sharp lion pounces with fierce faces'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space with additional area for audience seating
Surface Check
Ensure floor is clean, dry and free from slippery substances or obstacles
Equipment Safety
Safety Checks
- •Check music equipment cables are not creating trip hazards
- •Ensure markers/pens have caps to prevent choking hazards
- •Verify space markers are flat and won't cause trips
Risk Management
Key Risks
- •Collisions during enthusiastic animal movements
- •Falls during dynamic movements like pouncing or stamping
- •Overexertion during active sequences
Risk Mitigation
- •Clear boundaries established with space markers
- •Personal space emphasis throughout lesson
- •Progressive building from simple to complex movements
- •Regular checks on children's energy levels
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all children during movement phases
- •Monitor spacing during group activities
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, contact school first aider if needed