Lesson 3 - Travelling with Levels and Pathways
Creative Storytelling Through Pirate Adventure Dance
•Year 1
•Dance
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How can pirates move through their ship and across different decks using high, medium and low levels?
Learning Objectives
- To creatively turn the actions from our motif into travelling movements
- To show use of different levels in our travelling movements
- To show different pathways in our travelling movements
Key Outcomes
- Students will combine 1-2 actions from their motif to create a short travelling section
- Students will demonstrate use of different levels whilst travelling
- Students will show various pathways in their movement sequences
Equipment & Resources Required
Position where all students can hear clearly, test volume before lesson
Alternative: Tablet/phone with portable speaker
Have tracks ready and tested, know approximate timings for each section
Alternative: Individual tracks: 'Yo Ho! (A Pirates Life for Me)', 'Talk Like A Pirate', 'Shipwreck Shuffle', 'He's a Pirate'
Mark safe boundaries of dance area, ensure clear sightlines
Alternative: Spots, bean bags, or tape marks
Key Vocabulary
The height at which we move - high (stretched up), medium (normal standing), low (close to the ground)
The different routes we take when moving around the space - straight, curved, zigzag
The special pirate movement sequence we created in previous lessons
Moving from one place to another using different actions like walking, skipping, tiptoeing
Stretching body parts as far as they can go to create strong, clear shapes
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can perform basic travelling actions (walking, running, skipping)
- Can hold still positions at different levels
- Can perform the 32-count pirate motif from previous lessons
Current Skills
- Combining stationary movements into travelling sequences
- Changing levels whilst moving through space
- Creating different pathways whilst maintaining character
Next Steps
- Working with partners to create group travelling sequences
- Adding dramatic expression to travelling movements
- Combining multiple movement qualities in one sequence
Milestone Indicators
Key Teaching Points
- Always emphasise safety through controlled travelling speeds and spatial awareness
- Use pirate character consistently to maintain engagement and context
- Provide clear visual demonstrations before expecting students to attempt movements
- Encourage personal creativity within the structural framework of levels and pathways
- Build confidence through positive reinforcement and celebrating individual interpretations
- Connect learning to previous lessons and preview future development
- Use music strategically to support timing and maintain energy
Common Misconceptions
- Students may think travelling means running fast - emphasise controlled, character-appropriate movement
- Students may forget original motif actions when focusing on travelling - regularly revisit and practise the base sequence
- Students may think levels only change in static positions - demonstrate level changes while continuously moving
- Students may copy others instead of creating personal sequences - encourage individual choice and creativity
- Students may lose musical timing when concentrating on movements - provide verbal counts alongside music
SEN Adaptations
ADHD
- Incorporate frequent movement breaks, provide clear boundaries for travelling, use high-energy music strategically, offer leadership roles
dyspraxia
- Break down movements into smaller steps, provide extra practice time, use verbal and visual cues together, celebrate effort over perfection
autism spectrum
- Provide clear structure and routine, offer quiet space if overwhelmed, use visual schedules for lesson sequence, allow fidget tools during sitting
visual impairment
- Use clear verbal descriptions of levels and pathways, provide tactile guidance for spatial awareness, pair with sighted partner for travelling activities
hearing impairment
- Use visual cues and demonstrations for musical timing, provide written instructions for sequences, use vibrations for beat awareness
physical disability
- Adapt levels to wheelchair/seated positions (high = arms up, medium = normal position, low = arms down), modify travelling to rolling or assisted movement
Cross-Curricular Links
English
Developing vocabulary related to movement and levels, storytelling through dance
Science
Understanding body movement and balance, exploring force and motion in travelling actions
Geography
Exploring concepts of direction and navigation, understanding pathways and routes
History
Learning about pirate life and maritime history, understanding historical context of sea exploration
PSHE
Building confidence through performance, developing cooperation and audience skills, celebrating individual creativity
Teacher Guidance
Positioning
Move around space to observe all students, position for clear visibility during demonstrations
Observation Focus
Watch for safe travelling speeds, clear level distinctions, creative pathway use, and musical timing
Intervention Points
Step in if students moving unsafely, provide individual support for skill development, redirect off-task behaviour immediately
Demonstration Notes
Use exaggerated movements for clarity, maintain pirate character throughout, show both correct technique and creative interpretation
Verbal Cues
- •'Travel safely, looking where you're going!'
- •'Show me that level clearly!'
- •'Keep your pirate character strong!'
- •'Feel the beat of the music!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, expandable to 10m x 12m for full class travelling
Surface Check
Dry, non-slip surface suitable for dance movement, free from obstacles
Equipment Safety
Safety Checks
- •Music equipment positioned safely away from movement area
- •Volume levels appropriate for space and students' hearing
- •All boundary markers secure and visible
Risk Management
Key Risks
- •Collisions during travelling activities
- •Falls during level changes
- •Overexertion during energetic sections
Risk Mitigation
- •Clear personal space established and maintained
- •Controlled travelling speeds emphasised throughout
- •Progressive warm-up and appropriate cool-down
- •Constant teacher supervision and positioning for maximum visibility
Supervision & Emergency Procedures
Supervision Points
- •Position to see all students during travelling activities
- •Move around space during individual practice time
- •Maintain proximity during level change activities
Emergency Procedures
Stop activity immediately, assess any injury, provide appropriate first aid, arrange for additional support if needed