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Lesson 3 - Travelling with Levels and Pathways

Expressive Storytelling

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Year 2

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Dance

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45 min

Big Question

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

Tunnel Systems

Position for clear sound throughout hall

Alternative: Portable speaker with phone/tablet

Music Tracks

4 tracks

A Sailor went to Sea, Under the Sea, Octopus's Garden, Pirates of the Caribbean theme

Alternative: Similar tempo underwater/sea-themed songs

Markers Cones

8-12

Available if needed to define boundaries

Alternative: Spots or bean bags

Key Vocabulary

Travelling

Moving from one place to another using different locomotor skills

Levels

The height at which we move - high, medium or low

Pathways

The routes we take when moving through space

Motif

A short sequence of movements that can be repeated

Extension

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

Smooth level transitions whilst moving

Clear pathway choices visible in movement

Creative interpretation of motif actions

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