Lesson 3 - Creative Travelling with Levels
Storytelling Through Movement and Creative Dance
•Nursery
•Dance
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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
Position for clear sound throughout hall
Alternative: Portable speaker with phone/tablet
Rob Cantor Disney Junior version preferred
Alternative: Any familiar nursery rhyme with clear beat
Kid's Players version from Children's Party Time
Alternative: Any upbeat children's party music
Minimum 6m x 6m area, non-slip surface
Alternative: Classroom with furniture moved aside
Key Vocabulary
How high or low we position our body in space
Moving from one place to another using different body parts
Our special sequence of movements that tells the story
Knowing where you are and where others are to move safely
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
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