Lesson 3 - Travelling with Levels
Seasonal Storytelling Through Creative Movement
•Nursery
•Dance
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How can we use our bodies to show the changing seasons as we move through different 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 using different levels
- Students will demonstrate understanding of spatial awareness and safety
- Students will create a travelling sequence that shows changes in level
Equipment & Resources Required
Position for clear sound across hall
Alternative: Bluetooth speaker, phone with speakers
Pre-loaded: 'Seasons Box Song', 'Take a Look in the Seasons Box', 'Once Around the Seasons Box', 'How's The Weather'
Alternative: Any seasonal or children's movement music
Mark safe boundaries and demonstration area
Alternative: Bean bags, hoops, chalk marks
Key Vocabulary
How high or low our body is from the ground
Moving from one place to another
A short movement pattern that we can repeat
Knowing where you are and where others are around you
Being able to start, stop, and change our movements when we want to
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic spatial awareness and safety rules
- Simple travelling movements like walking and running
- Understanding of freeze and start commands
Current Skills
- Travelling at different levels (high, medium, low)
- Combining motif actions with travelling movements
- Moving safely while being creative
Next Steps
- Creating longer dance sequences
- Working with partners in travelling movements
- Adding directional changes to level work
Milestone Indicators
Key Teaching Points
- Always emphasise safety through 'heads up, eyes forward' messaging
- Connect all movements to seasonal themes for coherence and engagement
- Use clear verbal counting to support timing and sequencing
- Celebrate creative interpretation rather than perfect technique
- Build sequences gradually to support memory and confidence
- Provide specific feedback focused on effort and improvement
- Use positive language that encourages risk-taking in movement
Common Misconceptions
- Children may think 'low' means lying on the floor - clarify that controlled positions like crouching are better for travelling
- Some may rush movements to keep up - emphasise that moving with control is more important than speed
- Children might think they need to copy exactly - encourage personal interpretation within safety guidelines
- May believe they can't perform if they miss parts - reassure that trying and improving is the goal
- Some may think levels are only about height - explain that it's about using space creatively and safely
SEN Adaptations
ADHD
- Frequent movement breaks, clear boundaries, positive reinforcement system, shorter activity segments
dyspraxia
- Extra practice time, simplified movement patterns, clear verbal instructions, physical support if needed
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if needed
visual impairment
- Use verbal descriptions of levels, buddy system for travelling, tactile cues for positioning
hearing impairment
- Visual demonstrations, hand signals for levels, vibrant visual cues, signing support
physical disability
- Adapted level positions (seated high/low), wheelchair accessible travelling routes, modified movements
Cross-Curricular Links
English
Following instructions, using descriptive vocabulary for movement, expressing feelings about performance
Science
Understanding how bodies move and balance, forces in movement, seasonal changes in nature
PSHE
Working cooperatively with others, giving and receiving positive feedback, building confidence through performance
Teacher Guidance
Positioning
Move around perimeter during activities to observe all children, centre for demonstrations
Observation Focus
Watch for safe travelling, creative use of levels, engagement with music, spatial awareness
Intervention Points
Step in if unsafe behaviour, provide individual support for struggling children, redirect off-task behaviour positively
Demonstration Notes
Always demonstrate movements slowly first, use exaggerated movements for clarity, face children when demonstrating, use counting for timing
Verbal Cues
- •'Heads up, eyes forward!'
- •'Find your own space!'
- •'Show me your high/low position!'
- •'Listen to the music!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 6m x 8m clear space, preferably larger hall or studio
Surface Check
Non-slip surface, clear of obstacles, adequate lighting
Equipment Safety
Safety Checks
- •Music at appropriate volume for instruction
- •Space markers securely placed and visible
- •No sharp edges or protruding equipment
Risk Management
Key Risks
- •Collisions between children during travelling
- •Falls during level changes
- •Overexertion in enthusiastic participation
Risk Mitigation
- •Clear boundaries established before movement begins
- •Constant reinforcement of 'heads up, eyes forward' rule
- •Gradual building of intensity and complexity
- •Regular reminders about spatial awareness
- •Teacher positioning for maximum supervision
Supervision & Emergency Procedures
Supervision Points
- •Position to see all children during travelling activities
- •Move among children during exploration phases
- •Monitor energy levels and provide rest as needed
Emergency Procedures
Stop music immediately, assess situation, provide appropriate first aid, clear space for assistance if needed