Lesson 2 - Exploring Travel Movements
Daily Life Through Creative Movement and Storytelling
•Reception
•Dance
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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
Position for clear sound across whole space
Alternative: Tablet with speaker, piano, voice for rhythm
Pre-selected tracks with obvious rhythm patterns
Alternative: Children's songs with clear beats, instrumental music
Mark boundaries of movement area
Alternative: Spots, ribbons, masking tape
Key Vocabulary
Moving from one place to another using different parts of your body
Being able to start, stop and change your movements when you want to
The beat or pattern in music that we can move to
The area around us where we can move safely
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
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