Lesson 3 - Travelling with Levels and Pathways
Expressive Storytelling
•Year 2
•Dance
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How can we use different levels and pathways to make our travelling movements more interesting and creative?
Learning Objectives
- To creatively turn motif actions into travelling movements
- To demonstrate different levels whilst travelling
- To show varied pathways in movement sequences
Key Outcomes
- Students will transform 1-2 motif actions into creative travelling movements
- Students will show clear use of high, medium and low levels whilst moving
- Students will demonstrate different pathways including straight, curved and zigzag
Equipment & Resources Required
Position for clear sound throughout hall
Alternative: Portable speaker with phone/tablet
A Sailor went to Sea, Under the Sea, Octopus's Garden, Pirates of the Caribbean theme
Alternative: Similar tempo underwater/sea-themed songs
Available if needed to define boundaries
Alternative: Spots or bean bags
Key Vocabulary
Moving from one place to another using different locomotor skills
The height at which we move - high, medium or low
The routes we take when moving through space
A short sequence of movements that can be repeated
Stretching body parts to their full length
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of high, medium and low levels
- Ability to travel safely in space
- Knowledge of the class motif from previous lessons
Current Skills
- Converting static movements into travelling actions
- Combining level changes with locomotion
- Creating varied pathways whilst moving
Next Steps
- Developing partner work with travelling
- Creating longer dance sequences
- Adding dynamics and expression to travelling
Milestone Indicators
Key Teaching Points
- Levels must be clearly differentiated - high, medium, low should be obviously different
- Pathways should be varied and interesting - encourage creativity beyond straight lines
- Travelling movements should maintain connection to original motif actions
- Musical timing is crucial - movements should reflect the rhythm and phrasing
- Smooth transitions between levels while maintaining forward momentum
- Safety through spatial awareness - looking where you're going while travelling
- Performance quality - encourage commitment and confidence in movement
Common Misconceptions
- That travelling means running fast - emphasise controlled, varied locomotion
- That level changes require stopping - teach smooth transitions while moving
- That pathways are only about floor patterns - include air patterns and body direction changes
- That all travelling movements look the same - encourage personal interpretation
- That dance is only about looking pretty - emphasise strength, control and expression
SEN Adaptations
ADHD
- Frequent changes of activity, clear boundaries, regular positive reinforcement, movement breaks built in
dyspraxia
- Slower progression through levels, simpler pathway patterns initially, extra practice time, peer support
autism spectrum
- Clear routine structure, visual schedule of lesson sections, quiet space available if needed
visual impairment
- Use tactile boundaries, verbal descriptions of pathways, buddy system for spatial navigation
hearing impairment
- Visual demonstrations of musical timing, vibration awareness through floor, hand signals for instructions
physical disability
- Adapt level changes to individual ability, modify travelling patterns, use upper body for pathway creation
Cross-Curricular Links
English
Vocabulary development (levels, pathways, travelling), descriptive language for movement, storytelling through dance
Science
Understanding forces and gravity in level changes, body systems during exercise, properties of water movement
Art
Visual interpretation of pathways, creative expression, composition and structure
Geography
Direction and navigation concepts, map-reading skills through pathway creation, spatial awareness
Mathematics
Spatial reasoning through pathways, counting beats in music, shape recognition in movement patterns
Music
Rhythm and timing, musical phrasing, tempo awareness, listening skills
Teacher Guidance
Positioning
Move around space perimeter for optimal viewing, position centrally for demonstrations
Observation Focus
Watch for spatial awareness, level clarity, pathway variety, and musical timing
Intervention Points
Step in if unsafe travelling, provide prompts for stuck children, celebrate excellent examples
Demonstration Notes
Use clear, exaggerated movements for levels, trace pathways visibly, maintain underwater theme throughout
Verbal Cues
- •'Show me your levels!'
- •'Paint interesting pathways!'
- •'Keep your travelling flowing!'
- •'Listen to the music!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 12m clear space for travelling movements, preferably larger
Surface Check
Non-slip surface essential for level changes and dynamic travelling
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement area
- •No trailing cables across movement space
- •Volume appropriate for instruction over movement
Risk Management
Key Risks
- •Collisions during travelling activities
- •Falls during level changes
- •Overexertion during extended sequences
- •Slips on smooth floors
Risk Mitigation
- •Clear spatial boundaries established and maintained
- •Progressive skill building from static to travelling
- •Regular reminders about spatial awareness
- •Adequate rest periods between high-energy sections
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during travelling activities
- •Monitor spacing during free exploration
- •Watch for fatigue during extended sequences
- •Ensure all children participating safely
Emergency Procedures
Stop music immediately, assess situation, provide appropriate first aid or support, contact school first aider if needed