Lesson 3 - Animal Movement Travelling with Levels and Pathways
Creative Animal Expression Through Movement and Partnership
•Year 1
•Dance
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
Positioned for clear sound across the hall
Alternative: Bluetooth speaker, laptop with speakers
Cued ready for warm-up
Alternative: Any lively children's animal song
Ready for levels activity
Alternative: Upbeat animal-themed music
For main exploration activities
Alternative: Medium tempo animal music
Performance music for final sequences
Alternative: Fun jungle/animal themed music
To define boundaries if needed
Alternative: Coloured spots, bean bags
Key Vocabulary
The height at which we move - high (standing/jumping), medium (kneeling/crouching), low (crawling/rolling)
The routes we take through space - straight lines, curves, zigzags, circles
Our special animal movement sequence that we repeat and develop
Moving from one place to another whilst staying in character
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
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