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Lesson 3 - Travelling with Levels and Pathways

Storytelling Through Movement: An Underwater Dance Journey

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Year 1

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Dance

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45 min

Big Question

How can we show the magical underwater world through our travelling movements at different levels?

Learning Objectives

To creatively turn motif actions into travelling movements
To demonstrate use of different levels (high, medium, low) in travelling movements
To show different pathways whilst travelling through space

Key Outcomes

Students will combine 1-2 actions from their motif to create an individual travelling section
Students will demonstrate clear use of different levels in their movements
Students will show varied pathways whilst maintaining control and timing

Equipment & Resources Required

Music Player

Position for clear sound coverage of whole space

Alternative: Tablet/phone with portable speaker

Under the Sea Themed Music

Multiple tracks

Pre-load tracks: 'A Sailor went to Sea', 'Under the Sea', 'Octopuses Garden', 'Pirates of the Caribbean'

Alternative: Any rhythmic, ocean-themed music

Markers Cones

8-12

Mark boundaries and starting positions around hall perimeter

Alternative: Spots, bean bags, hoops

Key Vocabulary

Levels

The height of movements - high (standing/jumping), medium (walking), low (crawling/rolling)

Pathways

The route or direction we take when moving through space

Travelling

Moving from one place to another using different body actions

Motif

A short sequence of movements that can be repeated and developed

Extension

Stretching body parts to create long, strong lines

Skill Progression Pathway

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

Prior Learning

Basic travelling movements (walking, running, skipping)
Understanding of high and low levels
Created a 32-count motif in previous lessons
Basic understanding of freeze positions

Current Skills

Converting stationary actions into travelling movements
Demonstrating three levels whilst moving
Creating varied pathways through space
Combining motif with travelling sequences

Next Steps

Adding partner work to travelling sequences
Incorporating props and apparatus
Creating group travelling formations
Developing more complex level transitions

Milestone Indicators

Smooth level changes without losing balance

Clear pathway variations in movement

Confident performance of extended sequences

Ability to adapt movements to different musical rhythms

Key Teaching Points

Always establish stationary movements before adapting to travelling
Use underwater imagery consistently to maintain engagement and theme
Emphasise smooth transitions between levels rather than abrupt changes
Encourage personal interpretation within clear movement guidelines
Connect all activities back to the motif from previous lessons
Maintain focus on spatial awareness and safety during travelling
Use music effectively to support timing and atmosphere

Common Misconceptions

Students may think travelling means moving fast - emphasise control and quality over speed
Confusion between levels and directions - reinforce that levels are about height, not forward/backward
Belief that pathways must be complex - show that simple curved or straight paths can be very effective
Thinking motif actions can't be changed - explain adaptation while maintaining essence of movement
Assumption that performances must be perfect - emphasise effort, creativity, and improvement over perfection

SEN Adaptations

ADHD

Frequent activity changes, clear boundaries and expectations, opportunities for leadership roles, regular positive reinforcement and breaks

dyspraxia

Extra practice time for movement coordination, simplified travelling patterns initially, visual and verbal cues together, break down complex sequences into smaller parts

autism spectrum

Clear structure and routine, visual schedule of lesson activities, quiet practice space available, predictable music and timing patterns

visual impairment

Use tactile guidance for pathway shapes, verbal descriptions of level positions, buddy system for spatial navigation, high contrast floor markers if needed

hearing impairment

Visual demonstrations of all movements, hand signals for levels (high, medium, low), visual cues for music changes, written instruction cards

physical disability

Adapt travelling to wheelchair or seated movements, modify level changes to upper body only, provide alternative pathway options, adjust sequence length

Cross-Curricular Links

Maths

Understanding of high, medium, low as relative positions, pathway shapes (straight, curved, zigzag), counting beats and timing

Science

How sea creatures move through water at different depths, adaptation of movement for different environments

Art

Creating patterns and pathways, visual representation of movement, colour and texture of underwater environments

Geography

Ocean depths and levels, underwater landscape and coral reefs, directional movement and pathways

Music

Rhythm and timing, responding to different musical moods and tempos, beat and pattern recognition

Teacher Guidance

Positioning

Move around the space during activities to observe all students, position centrally for demonstrations

Observation Focus

Watch for spatial awareness, control during level changes, timing with music, and creative expression

Intervention Points

Step in when students struggle with level transitions, need help connecting movements, or show unsafe spatial awareness

Demonstration Notes

Use clear, exaggerated movements for level changes, show pathways by moving through space, maintain underwater theme throughout

Verbal Cues

•'Smooth like sea creatures swimming!'
•'Find your own pathway through the coral reef!'
•'High like reaching for the surface, low like creatures on the ocean floor!'
•'Listen to the rhythm of the ocean waves in the music!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, preferably larger for travelling movements

Surface Check

Smooth, non-slip surface free from obstacles and suitable for floor work

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Volume at appropriate level for instruction and safety
•Space markers placed securely around perimeter only

Risk Management

Key Risks

•Collisions during travelling activities
•Falls during level changes
•Overexertion during extended sequences
•Dizziness from spinning or rapid level changes

Risk Mitigation

•Clear boundaries established and maintained
•Adequate spacing enforced during all travelling
•Progressive building of sequence length
•Regular reminders about spatial awareness
•Controlled level changes rather than rapid drops

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Move around space during travelling activities
•Monitor individual students for signs of fatigue
•Watch for unsafe level changes or rapid movements

Emergency Procedures

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