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Lesson 3 - Travelling with Levels in Dance

Storytelling Through Movement and Creative Expression

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Reception

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Dance

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45 min

Big Question

How can we use our bodies to travel at different levels whilst dancing safely?

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

Students will demonstrate safe travelling movements at different levels
Students will incorporate motif actions into creative travelling sequences
Students will show understanding of spatial awareness and control

Equipment & Resources Required

Music Player

Position for clear sound throughout the space

Alternative: Phone with speaker, tablet

Music Tracks

Multiple

Old MacDonald (Rob Cantor), Do the Conga (Kid's Players), Supercalifragilistic (Mini Disco Mix)

Alternative: Any child-friendly dance music with clear beat

Open Space

Minimum 6m x 6m, clear of obstacles

Alternative: Hall, large classroom, outdoor covered area

Key Vocabulary

Levels

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

Travelling

Moving from one place to another whilst dancing

Motif

A short movement sequence that we can repeat and change

Spatial awareness

Understanding where we are in relation to others and objects around us

Control

Being able to start, stop, and change our movements when we want to

Skill Progression Pathway

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

Prior Learning

Basic understanding of high, medium, and low levels
Familiar with nursery rhyme motif from previous lessons
Can follow simple movement instructions

Current Skills

Travelling safely at different levels
Incorporating motif actions into travelling movements
Understanding spatial awareness whilst moving

Next Steps

Combining travelling sequences into longer dance phrases
Working with partners in travelling movements
Creating original travelling sequences

Milestone Indicators

Maintains balance whilst changing levels

Shows clear distinction between high, medium, and low levels

Moves confidently in time with music

Key Teaching Points

Always emphasise looking forward and spatial awareness during travelling movements
Connect all new learning back to the familiar motif from previous lessons
Use clear, distinct demonstrations of high, medium, and low levels throughout
Maintain musical timing as a key focus while adding complexity
Celebrate creativity and effort over perfection in movement responses
Build sequences gradually from simple components to complex combinations
Use positive, specific feedback language to guide improvement

Common Misconceptions

Children think levels only mean floor positions - clarify that high includes jumping and reaching
Belief that travelling must be fast - emphasise control and musical timing over speed
Assumption that everyone must move the same way - encourage individual creative responses
Thinking that motif actions can't be changed - show how actions can be adapted while keeping character
Misconception that performance means perfect - emphasise effort and improvement over flawless execution

SEN Adaptations

ADHD

Frequent position changes, clear boundaries, regular positive feedback, movement breaks between sections

dyspraxia

Extra practice time for sequences, simplified level changes, clear verbal instructions with demonstrations, allow holding support

autism spectrum

Clear routine establishment, visual schedule of lesson sections, quiet space available if needed, consistent verbal cues

visual impairment

Use tactile guidance for level positions, verbal descriptions of spatial layout, buddy system for movement

hearing impairment

Visual demonstrations of all movements, use of visual cues for music starts/stops, written instruction cards

physical disability

Adapted level positions (e.g., wheelchair high/low arm positions), modified travelling (pushing, rolling), seated versions

Cross-Curricular Links

English

Vocabulary development with movement terms, following instructions, giving feedback to peers

Science

Understanding body mechanics, balance, and control during movement

PSHE

Building confidence through performance, giving and receiving feedback, working cooperatively

Teacher Guidance

Positioning

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

Observation Focus

Watch for level clarity, spatial awareness, creative responses, and safety

Intervention Points

Step in if unsafe movement, unclear instructions, or children struggling with concepts

Demonstration Notes

Always demonstrate movements clearly before asking children to try, use exaggerated movements for clarity, maintain enthusiasm throughout

Verbal Cues

•'Eyes forward, heads up!'
•'Show me your strongest level!'
•'Smooth transitions!'
•'Listen to the beat!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 6m x 6m clear space, ideally 8m x 8m for travelling movements

Surface Check

Non-slip surface essential, check for any obstacles or hazards

Equipment Safety

Safety Checks

•Music at appropriate volume for instruction hearing
•Audio equipment positioned safely away from movement area

Risk Management

Key Risks

•Collisions during travelling movements
•Falls during level changes
•Overexertion during continuous movement

Risk Mitigation

•Clear boundaries established for movement area
•Emphasis on looking ahead whilst travelling
•Controlled tempo for level transitions
•Regular checks for fatigue
•Clear stop signals established

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all children during travelling
•Monitor spacing during partner work
•Watch for signs of tiredness or frustration

Emergency Procedures

Stop music immediately, clear movement space, assess and provide appropriate support