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Lesson 3 - Animal Movement Travelling with Levels and Pathways

Creative Animal Expression Through Movement and Partnership

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Year 1

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Dance

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45 min

Big Question

How can we use our animal movements to travel creatively through space like real animals in their habitats?

Learning Objectives

To creatively turn actions from our motif into travelling movements
To demonstrate use of different levels in travelling movements
To show varied pathways whilst maintaining control and timing

Key Outcomes

Students will use 1-2 actions from their motif to create a short travelling sequence
Students will demonstrate clear high, medium and low levels whilst moving
Students will create interesting pathways showing spatial awareness and creativity

Equipment & Resources Required

Tunnel Systems

Positioned for clear sound across the hall

Alternative: Bluetooth speaker, laptop with speakers

Animal Action Music Track

Cued ready for warm-up

Alternative: Any lively children's animal song

I Just Can't Wait to be King

Ready for levels activity

Alternative: Upbeat animal-themed music

Matilda Soundtrack

For main exploration activities

Alternative: Medium tempo animal music

Background Music

Performance music for final sequences

Alternative: Fun jungle/animal themed music

Markers Cones

8-10

To define boundaries if needed

Alternative: Coloured spots, bean bags

Key Vocabulary

Levels

The height at which we move - high (standing/jumping), medium (kneeling/crouching), low (crawling/rolling)

Pathways

The routes we take through space - straight lines, curves, zigzags, circles

Motif

Our special animal movement sequence that we repeat and develop

Travelling

Moving from one place to another whilst staying in character

Control

Managing our speed and space so we stay safe and look purposeful

Skill Progression Pathway

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

Prior Learning

Students have created a 32-count animal motif
Students understand basic animal movements
Students can move to a steady beat

Current Skills

Travelling with control and awareness
Using different levels in movement
Creating varied pathways through space

Next Steps

Combining individual sections into group work
Adding expression and character development
Creating complete dance narratives

Milestone Indicators

Maintains animal character whilst travelling

Shows clear level changes without losing balance

Creates interesting floor patterns with intention

Key Teaching Points

Levels must be clearly differentiated - high/medium/low should be visually obvious
Pathways should show variety - encourage curves, straight lines, zigzags
Maintain animal character throughout travelling movements
Timing with music is crucial for developing rhythmic awareness
Smooth transitions between motif and travelling create flow
Safety through controlled speed and spatial awareness
Creative expression should be celebrated and encouraged

Common Misconceptions

Thinking levels only apply to static positions - levels can change during travel
Believing faster movement is better - emphasise control and quality over speed
Assuming all pathways should be straight - real animals use varied routes
Thinking dancing means abandoning character - animal identity should remain strong
Believing individual work means no awareness of others - spatial awareness remains crucial

SEN Adaptations

ADHD

Regular movement breaks built into lesson, clear boundaries and expectations, frequent positive reinforcement

dyspraxia

Simplified movement patterns initially, extra practice time for sequences, visual and verbal cues combined

autism spectrum

Clear structure and routine, visual schedule of lesson sections, quiet space available if needed

visual impairment

Clear verbal descriptions of movements, tactile guidance for levels, buddy system for spatial awareness

hearing impairment

Visual demonstrations of all movements, vibration cues for music timing, clear visual signals for stops and starts

physical disability

Adapted levels appropriate to mobility, seated versions of travelling, modified pathways using available movement

Cross-Curricular Links

English

Vocabulary development through animal and movement terminology, storytelling through dance sequences

Maths

Counting sequences, understanding of high/medium/low as ordering concepts, pattern creation

Science

Animal habitats and movement patterns, understanding of body systems during physical activity

Art

Creative expression through movement, understanding of pathways as artistic lines and shapes

Geography

Spatial awareness, understanding of pathways and directions, mapping movement patterns

PSHE

Confidence building through performance, cooperation during shared space activities, appreciation of others' creativity

Teacher Guidance

Positioning

Central position for demonstrations, perimeter during practice for individual support

Observation Focus

Level clarity, pathway creativity, musical timing, character maintenance

Intervention Points

Step in if students struggling with transitions, unsafe movement, or lack of engagement

Demonstration Notes

Use exaggerated movements for clarity, maintain enthusiasm throughout, model excellent animal characterisation

Verbal Cues

•'Travel like your animal would!'
•'Show me that high level!'
•'Paint interesting pathways!'
•'Stay in time with the music!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or studio space, minimum 8m x 10m clear area

Surface Check

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

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•All cables secured to prevent tripping
•Volume appropriate for instruction and safety

Risk Management

Key Risks

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

Risk Mitigation

•Clear boundaries established for movement
•Emphasis on controlled speed throughout
•Progressive introduction of level changes
•Regular reminders about spatial awareness

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students
•Monitor spacing during travelling sequences
•Watch for fatigue and provide rest breaks

Emergency Procedures

Stop activity immediately if incident occurs, assess injury, provide appropriate first aid, contact office if needed