Lesson 3 - Creative Movement with Levels and Pathways
Mini Beast Adventures Through Creative Movement
•Year 1
•Dance
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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
Position for clear sound across hall
Alternative: Tablet/phone with speakers
Cued and ready to play
Alternative: Any upbeat warm-up music
From A Bug's Life soundtrack
Alternative: Instrumental music with clear beat
Mark boundaries of dance space
Alternative: Bean bags, hoops
Key Vocabulary
The height at which we move - high (standing/jumping), medium (crouching), low (crawling/rolling)
The pattern or route we make when moving across the floor
A short sequence of movements that we can repeat and develop
Moving from one place to another in the space
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
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