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Lesson 3 - Creative Movement with Levels and Pathways

Mini Beast Adventures 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 travel like different mini beasts using various levels and pathways?

Learning Objectives

To creatively turn the action 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 travel safely and creatively using different levels
Students will show varied pathways in their movement
Students will use 1-2 actions from their motif to create a travelling sequence

Equipment & Resources Required

Tunnel Systems

Position for clear sound across hall

Alternative: Tablet/phone with speakers

Ugly Bug Ball Music Track

Cued and ready to play

Alternative: Any upbeat warm-up music

Track

From A Bug's Life soundtrack

Alternative: Instrumental music with clear beat

Cones

8-10

Mark boundaries of dance space

Alternative: Bean bags, hoops

Key Vocabulary

Levels

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

Pathways

The pattern or route we make when moving across the floor

Motif

A short sequence of movements that we can repeat and develop

Travelling

Moving from one place to another in the space

Mini beasts

Small creatures like insects, spiders, and creepy crawlies

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic understanding of high, medium, low levels
Simple travelling movements (walking, skipping)
Completed 32-count mini beast motif from previous lesson

Current Skills

Travelling with level changes
Creating varied pathways
Adapting motif actions for travel

Next Steps

Combining travelling with partner work
Adding dynamics and tempo changes
Creating longer dance sequences

Milestone Indicators

Shows clear difference between high, medium, low when travelling

Creates curved, straight, and zigzag pathways

Smoothly transitions from motif to travelling section

Key Teaching Points

Emphasise clear distinction between high, medium, and low levels
Encourage creative interpretation while maintaining mini beast character
Focus on smooth transitions between motif and travelling sections
Use music to enhance movement quality and timing
Celebrate individual creativity and effort over technical perfection
Maintain connection to mini beast theme throughout all activities
Ensure safe spatial awareness during all travelling activities

Common Misconceptions

Students thinking levels only apply to static positions - correct by showing travelling at different levels
Believing pathways must be complex - emphasise that simple pathways can be very effective
Assuming faster movement is better - focus on control and character over speed
Thinking all mini beasts move the same way - explore different characteristics of various creatures
Believing mistakes ruin performance - emphasise that creativity and effort are most important

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear physical boundaries, use movement as positive outlet

dyspraxia

Simplify pathway choices, provide extra practice time, use peer support for sequence memory

autism spectrum

Provide clear structure and routine, visual schedule of activities, quiet space available if needed

visual impairment

Use verbal descriptions of pathways, provide tactile boundary markers, buddy system for spatial guidance

hearing impairment

Use visual cues for music changes, demonstrate all instructions clearly, provide written pathway cards

physical disability

Adapt travelling to wheelchair/seated versions, modify levels to upper body only, focus on achievable movements

Cross-Curricular Links

English

Vocabulary development related to movement and mini beasts, descriptive language for performance feedback

Maths

Understanding levels as height measurements, geometric shapes in pathways, counting and timing

Science

Life cycles of insects, habitat exploration, animal characteristics and movement patterns

Art

Creating visual pathways, understanding line and shape in movement, colour and pattern in nature

Music

Responding to different musical styles, understanding rhythm and tempo, expressing character through music

Teacher Guidance

Positioning

Move around the space to observe all students, use central position for demonstrations

Observation Focus

Watch for level differentiation, pathway variety, spatial awareness, and musical timing

Intervention Points

Step in if students struggle with level concepts, need pathway inspiration, or show unsafe movement

Demonstration Notes

Use exaggerated movements for clarity, embody mini beast characters, show clear contrast between levels and pathways

Verbal Cues

•'Remember your mini beast character!'
•'Show me a different level!'
•'Paint a new pathway!'
•'Feel the music in your movement!'

Safety Considerations

Space & Surface Requirements

Space Requirements

School hall or large indoor space, minimum 10m x 8m clear area

Surface Check

Non-slip surface, free from obstacles and hazards

Equipment Safety

Safety Checks

•Check music system volume appropriate for space
•Ensure boundary markers are soft and visible
•Confirm all electrical equipment is safely positioned

Risk Management

Key Risks

•Collisions during travelling activities
•Slips or falls during level changes
•Overexertion during continuous movement

Risk Mitigation

•Clear boundaries established and maintained
•Adequate spacing emphasised throughout
•Progressive build-up of activity intensity
•Regular reminders about spatial awareness

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during travelling
•Monitor energy levels and provide rest as needed
•Watch for unsafe interactions or movements

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid if needed, contact school medical support