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Lesson 3 - Travelling with Levels and Pathways

Fire of London: Historical Storytelling Through Creative Movement

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Year 1

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Dance

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45 min

Big Question

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

Tunnel Systems

Pre-loaded with 'Set Fire to the Rain', 'Disco Inferno', 'Burn'

Alternative: Tablet/phone with speakers

Mats

Placed around perimeter for reference points

Alternative: Cones, bean bags for spacing

Open Space

Minimum 8m x 8m

Clear of obstacles, safe boundaries marked

Alternative: School hall, large classroom

Key Vocabulary

Levels

The height at which we move - high (standing/jumping), medium (crouching), low (floor level)

Pathways

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

Motif

Our special 32-count Fire of London dance sequence we learned

Travelling

Moving from one place to another whilst dancing

Extension

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

Smooth transitions between levels whilst moving

Creative use of curved and angular pathways

Musical awareness in movement timing

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