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Lesson 3 - Travelling with Levels in Dance

Creative Circus Storytelling Through Movement and Dance

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Nursery

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Dance

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45 min

Big Question

How can we travel through space like circus performers using high, medium and low levels?

Learning Objectives

To be creative in our use of travelling movements
To show use of different levels in our travelling movements
To move safely in space taking care of ourselves and others

Key Outcomes

Students will travel safely and creatively in space
Students will demonstrate different levels when travelling
Students will create a short travelling section using motif actions

Equipment & Resources Required

Music Player

Position for clear sound throughout hall

Alternative: Tablet with speakers, CD player

Music Tracks

3-4 tracks

Queue tracks: Circus Clown, Overture Chase, Circus Music

Alternative: Any upbeat music suitable for dance

Sun Markers

3 sets

High (yellow), Medium (blue), Low (red) markers around room

Alternative: Coloured cones, ribbons, picture cards

Key Vocabulary

Levels

How high or low our body moves - high (standing tall/jumping), medium (crouching), low (on floor)

Travelling

Moving from one place to another using different body actions

Motif

A special movement pattern that we can repeat and remember

Space

The area around us where we can move safely without bumping into others

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic awareness of personal space
Simple travelling movements like walking and running
Following simple instructions

Current Skills

Travelling with different levels
Moving safely in shared space
Creating simple dance sequences

Next Steps

Combining travelling with partner work
Adding emotions and characters to movements
Creating longer dance sequences

Milestone Indicators

Child moves confidently at different levels

Shows awareness of others when travelling

Can repeat movement patterns

Key Teaching Points

Emphasise safety through heads up, eyes forward movement
Connect all movements to circus theme for engagement
Celebrate creativity and individual interpretation
Use clear level demonstrations with exaggerated positions
Build confidence through supportive peer feedback
Maintain connection between motif and new travelling elements
Encourage smooth transitions rather than jerky movements

Common Misconceptions

Children thinking levels only apply to static positions - clarify levels can be used while travelling
Believing travelling must be fast - emphasise controlled, smooth movement
Thinking there's only one 'right' way to perform movements - celebrate diverse interpretations
Assuming levels must be extreme - show that medium level can be just as important
Believing performance is about perfection - focus on effort and creativity over technical perfection

SEN Adaptations

ADHD

Regular movement breaks built in, clear boundaries for activity areas, opportunities for leadership roles

dyspraxia

Simplified movement patterns, extra practice time, break down sequences into smaller steps

autism spectrum

Clear structure and routine, visual schedule of lesson sections, quiet space available if overwhelmed

visual impairment

Use tactile level markers, provide physical guidance for level changes, verbal descriptions of all movements and demonstrations

hearing impairment

Visual demonstrations of all instructions, use of vibrating equipment for music, clear visual signals for start/stop

physical disability

Adapt levels to child's physical range, seated versions of travelling movements, use of mobility aids in dance

Cross-Curricular Links

Science

Understanding how bodies move, balance and coordination, exploring forces in movement

Art

Visual interpretation of circus themes, creating movement patterns, understanding levels as visual elements

Music

Moving to rhythm and beat, understanding tempo and timing, responding to different musical styles

Teacher Guidance

Positioning

Move around perimeter of space during activities, central position for demonstrations and whole-class instruction

Observation Focus

Watch for safe travelling, clear level changes, engagement with task, peer interactions

Intervention Points

Step in if unsafe movement observed, support nervous performers, redirect off-task behaviour

Demonstration Notes

Use exaggerated movements to show clear level differences, model safe travelling, show smooth transitions between motif and travelling sections

Verbal Cues

•'Heads up, eyes forward for safe travelling!'
•'Show me a clear level change!'
•'Move with the music!'
•'Find your own space!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 10m clear floor space, suitable for 30 children moving simultaneously

Surface Check

Non-slip surface, clear of obstacles, adequate space between any fixed equipment

Equipment Safety

Safety Checks

•Music system positioned safely out of movement area
•Volume level allowing teacher instructions to be heard
•No trailing wires in movement space

Risk Management

Key Risks

•Collisions during travelling activities
•Falls during level changes
•Overexcitement leading to unsafe movement

Risk Mitigation

•Clear boundaries established for movement area
•Emphasis on controlled, safe travelling throughout lesson
•Regular reminders about heads up, eyes forward
•Teacher positioned for maximum supervision

Supervision & Emergency Procedures

Supervision Points

•Position where all children visible during activities
•Move around space during exploration phases
•Monitor for fatigue during repeated practice

Emergency Procedures

Stop activity immediately with clear signal, assess any incidents, appropriate first aid response available