Lesson 3 - Travelling with Levels and Pathways
Storytelling Through Movement: An Underwater Dance Journey
•Year 1
•Dance
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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
Position for clear sound coverage of whole space
Alternative: Tablet/phone with portable speaker
Pre-load tracks: 'A Sailor went to Sea', 'Under the Sea', 'Octopuses Garden', 'Pirates of the Caribbean'
Alternative: Any rhythmic, ocean-themed music
Mark boundaries and starting positions around hall perimeter
Alternative: Spots, bean bags, hoops
Key Vocabulary
The height of movements - high (standing/jumping), medium (walking), low (crawling/rolling)
The route or direction we take when moving through space
Moving from one place to another using different body actions
A short sequence of movements that can be repeated and developed
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
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