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Lesson 3 - Travelling with Levels and Pathways

Choreography & Storytelling

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Year 2

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Dance

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45 min

Big Question

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

Tunnel Systems

Position for clear sound coverage of whole space

Alternative: Bluetooth speaker, tablet with speakers

Music Tracks

3 tracks needed

Cued and ready: 'Ugly Bug Ball', 'Circus Bugs', 'The Time of Your Life'

Alternative: Similar tempo Disney/animated film soundtracks

Open Space

Hall or large classroom

Clear of obstacles, non-slip surface

Alternative: Playground area in good weather

Key Vocabulary

Levels

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

Pathways

The route or pattern we make when moving through space - straight, curved, zigzag

Travelling

Moving from one place to another using different body parts and methods

Motif

A short sequence of movements that forms the basis of our dance

Control

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

Smooth transitions between levels while moving

Confident use of varied pathways

Ability to maintain motif character while travelling

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