Lesson 3 - Travelling with Levels and Pathways
Fire of London: Historical Storytelling Through Creative Movement
•Year 1
•Dance
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How can we use our Fire of London motif to create exciting travelling movements at different levels?
Learning Objectives
- To creatively turn 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 variety in pathways during movement sequences
Equipment & Resources Required
Pre-loaded with 'Set Fire to the Rain', 'Disco Inferno', 'Burn'
Alternative: Tablet/phone with speakers
Placed around perimeter for reference points
Alternative: Cones, bean bags for spacing
Clear of obstacles, safe boundaries marked
Alternative: School hall, large classroom
Key Vocabulary
The height at which we move - high (standing/jumping), medium (crouching), low (floor level)
The routes we take through space - straight lines, curves, zigzags, spirals
Our special 32-count Fire of London dance sequence we learned
Moving from one place to another whilst dancing
Stretching our body parts to make movements look bigger and stronger
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can perform basic travelling movements safely
- Knows high, medium and low levels
- Has learned 32-count Fire of London motif
Current Skills
- Converting stationary actions into travelling movements
- Changing levels whilst in motion
- Creating interesting pathways through space
Next Steps
- Combining motif and travelling sections fluently
- Adding dynamics and timing variations
- Creating partner and group sequences
Milestone Indicators
Key Teaching Points
- Safety first - maintain awareness of space and others while travelling
- Quality over speed - focus on controlled, smooth level changes
- Creativity is valued - encourage personal interpretation of travelling movements
- Music supports movement - help students feel and respond to rhythm
- Performance confidence - build through practice and positive feedback
- Progressive development - link new learning to previous motif knowledge
- Individual success - recognise each student's personal achievements
Common Misconceptions
- That travelling must be fast - emphasise control and quality over speed
- That pathways must be straight lines - encourage curves, spirals and angles
- That levels only change in static positions - show smooth transitions while moving
- That everyone must move the same way - celebrate individual creativity and interpretation
- That mistakes are bad - encourage experimentation and learning from trials
SEN Adaptations
ADHD
- Clear boundaries marked, frequent movement breaks built in, opportunities for leadership roles, celebration of creativity
dyspraxia
- Simplified movement patterns, extra practice time, visual demonstrations repeated, breakdown of complex sequences
autism spectrum
- Clear structure with visual timetable, quiet practice space available, predictable routine, advance warning of changes
visual impairment
- Verbal descriptions of pathways, tactile boundary markers, audio cues for level changes, buddy support system
hearing impairment
- Visual demonstrations of all movements, vibrating speaker for music feel, clear visual start/stop signals
physical disability
- Adapted level changes within personal range, modified travelling using available mobility, focus on upper body expression
Cross-Curricular Links
Maths
Understanding of spatial concepts - pathways, levels, patterns and sequences in movement
Science
Body awareness, understanding of high/medium/low positions, cause and effect in movement
Art
Creating pathways like painting, spatial awareness, creative expression and interpretation
History
Great Fire of London historical context and storytelling through movement
Music
Rhythm, timing, listening skills, responding to different musical styles
PSHE
Confidence building, creativity, working independently, resilience when learning new skills
Teacher Guidance
Positioning
Central position during instruction, circulating during practice, audience position during performances
Observation Focus
Safety awareness, level changes quality, pathway variety, musical timing, performance confidence
Intervention Points
Support struggling learners, challenge advanced students, address safety concerns immediately
Demonstration Notes
Model all movements clearly, use exaggerated examples for clarity, provide positive physical examples
Verbal Cues
- •'Smooth level changes!'
- •'Listen to the music!'
- •'Create interesting pathways!'
- •'Big, confident movements!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, suitable for 30 students travelling
Surface Check
Non-slip surface, free from water or debris, even flooring
Equipment Safety
Safety Checks
- •Music volume appropriate for instruction hearing
- •No trailing wires from music system
- •Boundary markers secure and visible
Risk Management
Key Risks
- •Collisions during travelling movements
- •Falls during level changes
- •Overexertion during continuous movement
Risk Mitigation
- •Clear boundaries and personal space awareness
- •Controlled speeds during travelling
- •Progressive skill building with rest periods
- •Appropriate warm-up and cool-down
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students
- •Active circulation during exploration phases
- •Immediate intervention for unsafe movement
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact school procedures if needed