Lesson 3 - Travelling with Levels and Pathways
Choreography & Storytelling
•Year 2
•Dance
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How can we use our bodies to paint invisible pictures in the air while travelling through space?
Learning Objectives
- To creatively transform motif actions into travelling movements
- To demonstrate different levels in travelling movements
- To show varied pathways when moving through space
Key Outcomes
- Students will use 1-2 actions from their motif to create a travelling section
- Students will show control of levels while travelling
- Students will demonstrate understanding of pathways in movement
Equipment & Resources Required
Position for clear sound coverage of whole space
Alternative: Bluetooth speaker, tablet with speakers
Cued and ready: 'Ugly Bug Ball', 'Circus Bugs', 'The Time of Your Life'
Alternative: Similar tempo Disney/animated film soundtracks
Clear of obstacles, non-slip surface
Alternative: Playground area in good weather
Key Vocabulary
The height at which we move - high (standing/jumping), medium (crouching), low (floor work)
The route or pattern we make when moving through space - straight, curved, zigzag
Moving from one place to another using different body parts and methods
A short sequence of movements that forms the basis of our dance
Being able to start, stop and change our movements safely and smoothly
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can move safely in shared space
- Understands basic high, medium, low positions
- Has learned a 32-count motif in previous lessons
Current Skills
- Transform static movements into travelling actions
- Control body levels while moving through space
- Create varied pathways and directions
Next Steps
- Combine travelling with partner work
- Add timing variations to travelling sequences
- Incorporate apparatus into travelling movements
Milestone Indicators
Key Teaching Points
- Always demonstrate level changes clearly before asking students to perform them
- Use imagery and creative contexts to engage imagination and improve movement quality
- Emphasise smooth transitions rather than abrupt changes between levels
- Connect all travelling movements back to the original motif character
- Provide specific, positive feedback using correct dance vocabulary
- Ensure adequate cool-down time after energetic travelling activities
- Celebrate creativity and personal interpretation within technical requirements
Common Misconceptions
- Students may think travelling means moving fast - emphasise control and quality over speed
- Some may believe levels are only about height - explain it's about body position and space use
- Students might think pathways are only floor patterns - show how body parts can create pathways too
- May assume all movements must be big - demonstrate that subtle level changes can be effective
- Some think performance means perfect - emphasise expression and effort over technical perfection
SEN Adaptations
ADHD
- Include regular movement breaks within activities, provide clear boundaries and expectations, use high-energy positive reinforcement
dyspraxia
- Break down movements into smaller steps, provide extra practice time, use simpler pathway patterns initially
autism spectrum
- Provide clear structure and routine, offer quiet observation time before participation, use visual schedules for lesson sequence
visual impairment
- Use clear verbal descriptions of levels and pathways, provide physical guidance for level changes, use tactile cues for spatial awareness
hearing impairment
- Use visual demonstrations for all instructions, provide vibrotactile cues for musical timing, use sign language where appropriate
physical disability
- Adapt level changes to wheelchair or seated positions, focus on upper body travelling movements, provide alternative pathway methods
Cross-Curricular Links
Maths
Understanding of high, medium, low positions; spatial concepts of pathways and directions; counting beats in music
Science
Body awareness and control; understanding of movement and forces; balance and coordination development
Art
Creative expression through movement; understanding of line and shape through pathways; performance and presentation skills
Music
Rhythm and timing; listening skills; responding to different musical styles and tempos
PSHE
Confidence building through performance; cooperation and turn-taking; appreciation of others' creativity
Teacher Guidance
Positioning
Move around the space to observe all students, position near music controls for quick adjustments
Observation Focus
Watch for safe spacing, controlled level changes, creative pathway use, and musical timing
Intervention Points
Step in if students are unsafe, struggling with concepts, or off-task
Demonstration Notes
Use exaggerated movements for clarity, demonstrate both successful examples and common mistakes for contrast, involve students in demonstrations when possible
Verbal Cues
- •'Show me smooth level changes!'
- •'Paint those pathways!'
- •'Feel the music in your movement!'
- •'Keep your action character!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, preferably larger hall or studio
Surface Check
Non-slip surface essential, check for any wet areas or obstacles
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement area
- •No trailing cables in movement space
- •Volume at appropriate level for instruction
Risk Management
Key Risks
- •Collisions during free movement
- •Falls during level changes
- •Loss of control during travelling
- •Overexertion during activity
Risk Mitigation
- •Clear movement boundaries established
- •Adequate spacing maintained between students
- •Progressive skill building from simple to complex
- •Constant supervision during free movement phases
Supervision & Emergency Procedures
Supervision Points
- •Position for clear sight lines of all students
- •Move around space during individual practice
- •Monitor energy levels and breathing
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, contact office if serious