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Lesson 3 - Creative Travelling with Levels

Storytelling Through Movement and Creative Dance

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Nursery

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Dance

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45 min

Big Question

How can we use our whole body to tell stories through movement at 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

Children will create travelling movements showing clear changes in level
Children will demonstrate safe movement practices with spatial awareness
Children will combine motif actions with travelling patterns in time to music

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout hall

Alternative: Portable speaker with phone/tablet

Old MacDonald Music Track

Rob Cantor Disney Junior version preferred

Alternative: Any familiar nursery rhyme with clear beat

Track

Kid's Players version from Children's Party Time

Alternative: Any upbeat children's party music

Open Floor Space

Minimum 6m x 6m area, non-slip surface

Alternative: Classroom with furniture moved aside

Key Vocabulary

Level

How high or low we position our body in space

Travelling

Moving from one place to another using different body parts

Motif

Our special sequence of movements that tells the story

Spatial awareness

Knowing where you are and where others are to move safely

Improvise

Making up movements on the spot using our imagination

Skill Progression Pathway

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

Prior Learning

Basic spatial awareness and movement control
Understanding of freeze positions
Familiarity with the nursery rhyme motif from previous lessons

Current Skills

Travelling movements with level changes
Creative interpretation of motif actions
Safe movement practices in shared space

Next Steps

Combining individual and partner travelling
Creating longer dance sequences
Adding directional changes to travelling patterns

Milestone Indicators

Shows clear differentiation between high, medium and low levels

Maintains safety awareness while being creative

Demonstrates smooth transitions between static and travelling movements

Key Teaching Points

Safety is paramount - constant reinforcement of spatial awareness and controlled movement
Celebrate creativity and individual interpretation rather than demanding uniformity
Use imagery and storytelling to engage imagination and aid understanding of movement concepts
Build confidence through supportive audience behaviour and positive feedback
Connect learning to familiar experiences (animals, objects, stories) for deeper understanding
Maintain clear structure while allowing for exploration and discovery
Use music as a tool for timing, expression and enjoyment rather than restriction

Common Misconceptions

Children thinking levels only apply to standing positions - emphasise levels during travelling too
Believing faster movement is better movement - emphasise control and quality over speed
Assuming everyone must move identically - celebrate individual interpretation and creativity
Thinking performance is about being perfect - focus on effort, enjoyment and communication
Confusing levels with directions - clarify difference between high/low and forward/backward

SEN Adaptations

ADHD

Frequent activity changes, clear movement boundaries, specific jobs during observation phases, extra physical outlets during lesson

dyspraxia

Simplified movement patterns, extra practice time, larger movement spaces, clear step-by-step breakdown of complex movements

autism spectrum

Clear routine and predictable structure, visual schedule of lesson sections, quiet space available if needed, warning before music changes

visual impairment

Use tactile cues for level positions, buddy system for movement support, clear verbal descriptions of all movements, consistent positioning of teacher voice

hearing impairment

Visual demonstrations of all movements, visual cues for music changes, sign support for key vocabulary, vibrating floor surfaces if available

physical disability

Adapted level positions using chair or standing frame, modified travelling using wheelchair movement, focus on upper body actions if lower body movement limited

Cross-Curricular Links

English

Vocabulary development (level, travel, motif, improvise), following instructions, describing movements

Maths

Counting beats in music (1,2,3,4), understanding high/medium/low as mathematical concepts, spatial awareness and position

Science

Understanding how bodies move and balance, forces needed for different movements, heart rate changes during activity

Music

Moving in time to beat, recognising rhythm patterns, expressing music through movement

PSHE

Building confidence through performance, giving and receiving feedback positively, celebrating efforts and achievements

Teacher Guidance

Positioning

Position at perimeter of space during travelling phases, move into space during teaching phases, maintain visibility of all children at all times

Observation Focus

Watch for clear level distinctions, safe spacing during movement, engagement and understanding of concepts, children who may need additional support

Intervention Points

Step in if children moving unsafely or too close together, provide physical guidance for level positions if needed, redirect over-excited behaviour, support nervous children during performance

Demonstration Notes

Use exaggerated movements for clarity, demonstrate alongside children for confidence, break down complex movements into simple steps, use child volunteers to demonstrate when appropriate

Verbal Cues

•'Heads up, eyes forward!' for safe travelling
•'Find your own space!' for spatial awareness
•'Soft movements!' for control
•'Show me your...' for level demonstrations

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 6m x 6m clear floor space, ideally hall or large classroom with furniture moved

Surface Check

Non-slip floor surface, dry and clean for ground-level work, free from obstacles

Equipment Safety

Safety Checks

•Music system secured and volume at appropriate level
•No trailing wires in movement area
•Any boundary markers (cones) have soft edges and are clearly visible

Risk Management

Key Risks

•Collisions during travelling movements
•Falls during level changes, particularly medium to low transitions
•Over-excitement leading to loss of control
•Arm movements hitting other children during close proximity work

Risk Mitigation

•Clear spatial boundaries established and maintained
•Constant reminders about 'heads up, eyes forward' during travelling
•Adequate spacing between children during all movement phases
•Teacher positioning for maximum visibility of all children
•Progressive building from stationary to travelling movements

Supervision & Emergency Procedures

Supervision Points

•Position at edge of space for full overview during travelling
•Move among children during exploration phases
•Watch particularly for children who struggle with spatial awareness
•Monitor energy levels and excitement that could lead to unsafe movement

Emergency Procedures

Stop all movement immediately with clear voice signal, assess any incidents calmly, provide appropriate first aid or comfort, ensure all children remain calm and safe