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Lesson 3 - Travelling with Levels in Seasonal Movement

Seasonal Stories Through Creative Movement and Expression

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Reception

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Dance

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45 min

Big Question

How can we use different levels to tell the story of the seasons as we move through space?

Learning Objectives

To be creative in our use of travelling movements inspired by seasonal themes
To show use of different levels in our travelling movements
To move safely in space taking care of ourselves and others (heads up, eyes forward, controlled speed)

Key Outcomes

Students will create a travelling section using actions from their seasonal motif
Students will demonstrate clear changes in level whilst moving through space
Students will perform their movement sequence in time to music with control and safety

Equipment & Resources Required

Music Player

Position for clear sound throughout hall

Alternative: Tablet with Bluetooth speaker

Music Tracks

3-4 tracks

Pre-load: 'Seasons Box Song', 'Once Around the Seasons Box', 'How's The Weather'

Alternative: Any rhythmic music suitable for movement

Cones

8-10

Mark safe boundaries and performance areas

Alternative: Spots or bean bags

Key Vocabulary

Levels

The height at which we move our body - high, medium or low

Travelling

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

Motif

A short sequence of movements that we can repeat and develop

Spatial awareness

Knowing where we are in the room and avoiding bumping into others

Timing

Moving in time with the music or beat

Skill Progression Pathway

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

Prior Learning

Can perform basic travelling movements (walking, running, skipping)
Understands concept of high, medium and low levels
Has learned first half of seasonal motif in previous lessons

Current Skills

Combining travelling movements with level changes
Creating movement sequences inspired by seasonal themes
Performing in time to music with spatial awareness

Next Steps

Developing partner work and group formations
Creating more complex seasonal dance narratives
Adding props and costume elements to enhance performance

Milestone Indicators

Smooth transitions between levels whilst travelling

Clear connection between seasonal theme and movement quality

Sustained performance quality throughout sequence

Key Teaching Points

Always emphasise safety through spatial awareness and controlled movement speed
Use rich seasonal imagery to inspire creative movement and emotional connection
Encourage individual exploration before asking children to perform to others
Connect all movements to musical timing to develop rhythmic awareness
Provide specific feedback focusing on level changes and travelling quality
Build confidence through positive reinforcement and peer appreciation
Link dance movements to children's understanding of seasonal changes in nature

Common Misconceptions

Misconception: 'Travelling means moving fast' - Clarify that travelling is about moving through space with control
Misconception: 'High level means jumping' - Explain that high level can be static stretching or controlled elevation
Misconception: 'Level changes must be dramatic' - Show how subtle level variations can be equally effective
Misconception: 'Dance has to look the same for everyone' - Emphasise individual creativity within structure
Misconception: 'Making mistakes is bad' - Frame mistakes as learning opportunities and creative discoveries

SEN Adaptations

ADHD

Include regular movement breaks, use shorter activity segments, provide clear visual boundaries and expectations

dyspraxia

Break movements into smaller steps, provide additional practice time, offer physical support for coordination challenges

autism spectrum

Provide visual schedule of lesson activities, create quiet space if needed, use consistent routine and clear structure

visual impairment

Use verbal descriptions of movements, provide physical guidance for level changes, create tactile markers for boundaries

hearing impairment

Use visual demonstrations prominently, provide vibration cues for music, use hand signals for level instructions

physical disability

Adapt levels to seated or supported positions, modify travelling to available movement, focus on upper body expression

Cross-Curricular Links

English

Vocabulary development through seasonal and movement terms, storytelling through dance

Maths

Counting beats in music, concepts of high/medium/low, spatial relationships

Science

Understanding of body parts and how they move, seasonal changes in nature

PSHE

Confidence building through performance, giving and receiving feedback, working cooperatively

Teacher Guidance

Positioning

Move around space to observe all children, central position for demonstrations

Observation Focus

Watch for spatial awareness, level clarity, and creative expression

Intervention Points

Step in if unsafe movement, support struggling learners, extend confident movers

Demonstration Notes

Use exaggerated movements for clear visibility, incorporate seasonal imagery, maintain enthusiasm throughout

Verbal Cues

•'Eyes forward, find your space!'
•'Show me your strongest tree stretch!'
•'Feel the music helping your movement!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 10m clear space, suitable for group movement and partner work

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Music equipment positioned safely away from movement area
•Boundary markers secure and visible
•No trailing wires or trip hazards

Risk Management

Key Risks

•Collisions during travelling movements
•Falls during level changes
•Over-stretching during warm-up or cool-down

Risk Mitigation

•Clear spacing guidelines and boundary markers
•Controlled speeds emphasised throughout
•Progressive skill building from simple to complex
•Regular safety reminders about spatial awareness

Supervision & Emergency Procedures

Supervision Points

•Position for clear sight lines during partner work
•Monitor high-energy travelling activities closely
•Check individual children during stretching activities

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or support as needed