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Lesson 1 - Animal Movement Exploration

Movement Expression

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Year 2

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Dance

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45 min

Big Question

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

Music Player

Position for clear sound coverage of the space

Alternative: iPad/tablet with external speaker

Whiteboards

Positioned at front of sitting area for whole class visibility

Alternative: Large paper sheets, interactive whiteboard

Markers

2-3

Different colours available for mind map creation

Alternative: Chalk for blackboard, digital pens for interactive board

Animal Action Music Track

Queued and ready for warm-up section

Alternative: Jungle Book soundtrack, animal-themed songs

Markers Cones

4-6

Mark boundaries of performance and sitting areas

Alternative: Bean bags, spots, tape marks on floor

Key Vocabulary

Motif

A short movement phrase that can be repeated and developed

Levels

How high or low our body moves - high, medium, low

Dynamics

How we perform movements - fast/slow, strong/gentle, sudden/sustained

Timing

Moving in time with the music or counting beats

Choreography

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

Confident performance of 16-count animal sequence

Ability to suggest and demonstrate new animal movements

Clear understanding of different movement qualities

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