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Lesson 3 - Travelling with Levels and Pathways

Great Fire Dance

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Year 2

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Dance

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45 min

Big Question

How can we use our Fire of London motif to create exciting travelling movements that show different levels and pathways?

Learning Objectives

To creatively turn actions from our motif into travelling movements
To show use of different levels in our travelling movements
To show different pathways in our travelling movements

Key Outcomes

Students will travel safely and creatively through space
Students will demonstrate different levels whilst travelling
Students will create a short travelling section using 1-2 actions from their motif

Equipment & Resources Required

Music Player

Position for clear sound throughout space

Alternative: Portable bluetooth speaker, phone with amplifier

Music Tracks

3 tracks

Cued ready: 'Set Fire to the Rain' (Adele), 'Disco Inferno' (The Trammps), 'Burn' (Ellie Goulding)

Alternative: Spotify playlist, YouTube videos, CD

Open Space

Hall/gym

Clear of obstacles, sufficient room for 30 students to move safely

Alternative: Classroom with desks moved, outdoor area

Key Vocabulary

Levels

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

Pathways

The routes we take when moving through space - straight, curved, zigzag

Motif

A short sequence of movements that can be repeated or developed

Travelling

Moving from one place to another using different locomotor skills

Improvise

To create movement spontaneously without planning

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Students have created a 32-count Fire of London motif
Students understand basic dance positions and movements
Students can move to a steady beat

Current Skills

Using different levels whilst travelling
Creating pathways through space
Adapting motif actions into travelling movements

Next Steps

Combining travelling sections with partner work
Adding dynamics and tempo changes
Creating full performance pieces

Milestone Indicators

Smooth transitions between levels whilst moving

Clear use of different pathways

Creative adaptation of motif actions

Key Teaching Points

Emphasise smooth transitions between levels rather than abrupt changes
Encourage use of whole space for pathway variety
Connect all movements to musical timing and rhythm
Build from individual actions to combined sequences progressively
Focus on quality of movement over quantity of ideas
Maintain connection between new travelling and original motif
Use specific, positive feedback highlighting technique improvements

Common Misconceptions

Levels only change when stationary - clarify they can change while travelling
Pathways must be perfectly straight or curved - encourage creative combinations
Faster movement means better dancing - emphasise control and timing
Everyone must do the same movements - celebrate individual creativity
The motif is separate from travelling - show how they connect and flow together

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries, use music strategically for focus

dyspraxia

Simplify travelling patterns, allow extra practice time, provide visual and verbal cues together

autism spectrum

Provide visual schedule of lesson structure, allow practice time before performances, offer quiet space if needed

visual impairment

Use tactile cues for level changes, provide audio descriptions of pathways, buddy system for safe travel

hearing impairment

Use visual signals for music cues, provide written instructions, demonstrate all movements clearly

physical disability

Adapt level changes to seated/supported positions, modify travelling to wheelchair movements, adjust space requirements

Cross-Curricular Links

Maths

Counting beats in music, understanding patterns and sequences, spatial awareness and direction

Science

Understanding how muscles work during exercise, breathing and heart rate changes, forces and movement

History

Continued connection to Great Fire of London historical context through motif

PSHE

Cooperation and sharing space, building confidence through performance, expressing creativity safely

Teacher Guidance

Positioning

Move around perimeter during individual work, central position for demonstrations and group instruction

Observation Focus

Look for safe spacing, controlled movements, understanding of levels and pathways, musical timing

Intervention Points

Step in if students moving too fast, unclear about task, not including required elements, or showing signs of fatigue

Demonstration Notes

Always demonstrate with exaggerated, clear movements. Use students as examples when they show good technique. Count aloud with music to help with timing.

Verbal Cues

•'Control your speed!'
•'Show me that level clearly!'
•'Listen to the beat!'
•'Use the whole space!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium, minimum 15m x 20m for 30 students

Surface Check

Non-slip surface free from obstacles, adequate space between students

Equipment Safety

Safety Checks

•Music system securely positioned to avoid tripping
•Volume at appropriate level to allow instruction
•All trailing cables secured or wireless system used

Risk Management

Key Risks

•Collisions during travelling activities
•Falls during level changes
•Overexertion during repeated sequences
•Inadequate warm-up causing muscle strain

Risk Mitigation

•Clear spatial boundaries established
•Emphasise controlled movement speeds
•Progressive skill building from simple to complex
•Adequate warm-up and cool-down periods
•Clear sight lines maintained for supervision

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during travelling
•Move around space during individual work
•Monitor energy levels throughout lesson

Emergency Procedures

Stop activity immediately, assess situation, apply first aid if necessary, contact office for additional support if required