🎵

Lesson 2 - Exploring Travel Movements

Daily Life Through Creative Movement and Storytelling

•

Reception

•

Dance

•

30 min

Big Question

How can we move like champion dancers when travelling to different places?

Learning Objectives

To explore large scale travelling movements with control and confidence
To respond to rhythm and music through body movements
To develop spatial awareness while moving around others safely

Key Outcomes

Students will be able to perform controlled travelling movements
Students will demonstrate listening skills by responding to musical cues
Students will show creativity in interpreting everyday journey movements

Equipment & Resources Required

Music Player

Position for clear sound across whole space

Alternative: Tablet with speaker, piano, voice for rhythm

Background Music

1 playlist

Pre-selected tracks with obvious rhythm patterns

Alternative: Children's songs with clear beats, instrumental music

Markers Cones

4-6

Mark boundaries of movement area

Alternative: Spots, ribbons, masking tape

Key Vocabulary

Travelling

Moving from one place to another using different parts of your body

Control

Being able to start, stop and change your movements when you want to

Rhythm

The beat or pattern in music that we can move to

Space

The area around us where we can move safely

Champion

Someone who practises and performs movements with skill and confidence

Skill Progression Pathway

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

Prior Learning

Basic body awareness and control
Understanding of simple movement commands
Experience with stopping and starting activities

Current Skills

Large scale travelling movements
Responding to musical rhythm
Creative interpretation of everyday actions

Next Steps

Combining movements into sequences
Working with partners in movement
Creating group choreography

Milestone Indicators

Controlled movement without falling

Clear distinction between different travel types

Consistent response to musical cues

Key Teaching Points

Champion dancers always show control in their movements
Big, clear movements help tell our story to others
Listening to music helps our bodies move in rhythm
Everyone's journey story is special and different
Safe spacing lets everyone dance without worry
Practice helps us become better champion dancers
Supporting our friends makes dancing more fun for everyone

Common Misconceptions

Dancing has to look exactly the same for everyone - Correction: Personal interpretation makes dance special
Louder/faster movement is always better - Correction: Control and expression matter more than volume
You need special skills to be a dancer - Correction: Everyone can be a champion dancer with practice
Mistakes in movement are bad - Correction: Mistakes help us learn and improve
Boys and girls should move differently - Correction: All champion dancers can move in any way they choose

SEN Adaptations

ADHD

Shorter activity bursts, clear movement boundaries, regular positive feedback and redirection

dyspraxia

Break movements into smaller steps, allow extra practice time, celebrate effort over perfection

autism spectrum

Clear structure and routine, visual schedule of activities, quiet space available if needed

visual impairment

Use clear verbal descriptions of movements, buddy system for spatial guidance, tactile markers for boundaries

hearing impairment

Visual demonstrations essential, use of visual signals alongside audio cues, vibrations for beat if possible

physical disability

Adapt movements for seated or supported positions, focus on upper body or achievable movements

Cross-Curricular Links

Maths

Counting beats in music, patterns in movement sequences, spatial concepts like over/under/around

Science

How our bodies move, breathing changes during exercise, sounds travelling through air

Geography

Routes and journeys, different ways to travel, understanding of home and school locations

PSHE

Confidence building, supporting others, expressing feelings through movement, taking turns

Teacher Guidance

Positioning

Move around space perimeter for full visibility, position centrally for demonstrations

Observation Focus

Watch for spatial awareness, movement quality, musical responsiveness, and engagement levels

Intervention Points

Step in if students become overexcited, provide support for nervous participants, ensure safety

Demonstration Notes

Always demonstrate movements enthusiastically but with clear control, show both good examples and common mistakes

Verbal Cues

•'Champion dancers show control!'
•'Feel the music in your body!'
•'Big movements for everyone to see!'
•'Safe space around your body!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 6m x 8m clear space, ideally larger for Reception class movement

Surface Check

Non-slip surface essential, clear of any obstacles or tripping hazards

Equipment Safety

Safety Checks

•Music equipment positioned safely away from movement area
•Any markers or boundaries clearly visible and safe
•No trailing wires or electrical hazards

Risk Management

Key Risks

•Collisions between students during energetic movement
•Falls during jumping or running activities
•Overexcitement leading to loss of control

Risk Mitigation

•Clear boundaries established and maintained throughout
•Adequate spacing emphasised during all activities
•Progressive building from walking to more energetic movements
•Regular reminders about champion dancer control
•Teacher positioned for optimal supervision

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all students during movement
•Monitor energy levels and intervene if needed
•Watch for fatigue or overexertion in Reception age students

Emergency Procedures

Stop music immediately, assess any incidents, provide appropriate first aid, comfort distressed students