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Lesson 3 - Travelling with Levels and Pathways

Creative Storytelling Through Pirate Adventure Dance

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Year 1

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Dance

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45 min

Big Question

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

Music Player

Position where all students can hear clearly, test volume before lesson

Alternative: Tablet/phone with portable speaker

Thematic Music Playlist

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'

Markers Cones

4-6

Mark safe boundaries of dance area, ensure clear sightlines

Alternative: Spots, bean bags, or tape marks

Key Vocabulary

Levels

The height at which we move - high (stretched up), medium (normal standing), low (close to the ground)

Pathways

The different routes we take when moving around the space - straight, curved, zigzag

Motif

The special pirate movement sequence we created in previous lessons

Travelling

Moving from one place to another using different actions like walking, skipping, tiptoeing

Extension

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

Travels continuously for 8-16 counts showing level changes

Can repeat the same pathway twice with accuracy

Maintains pirate character throughout travelling section

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