Lesson 3 - Travelling with Levels in Seasonal Movement
Seasonal Stories Through Creative Movement and Expression
•Reception
•Dance
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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
Position for clear sound throughout hall
Alternative: Tablet with Bluetooth speaker
Pre-load: 'Seasons Box Song', 'Once Around the Seasons Box', 'How's The Weather'
Alternative: Any rhythmic music suitable for movement
Mark safe boundaries and performance areas
Alternative: Spots or bean bags
Key Vocabulary
The height at which we move our body - high, medium or low
Moving from one place to another using different parts of our body
A short sequence of movements that we can repeat and develop
Knowing where we are in the room and avoiding bumping into others
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
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