Lesson 3 - Travelling with Levels in Dance
Storytelling Through Movement and Creative Expression
•Reception
•Dance
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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
Position for clear sound throughout the space
Alternative: Phone with speaker, tablet
Old MacDonald (Rob Cantor), Do the Conga (Kid's Players), Supercalifragilistic (Mini Disco Mix)
Alternative: Any child-friendly dance music with clear beat
Minimum 6m x 6m, clear of obstacles
Alternative: Hall, large classroom, outdoor covered area
Key Vocabulary
The height at which we move our bodies - high, medium, or low
Moving from one place to another whilst dancing
A short movement sequence that we can repeat and change
Understanding where we are in relation to others and objects around us
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
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