Lesson 3 - Travelling with Levels and Pathways
Great Fire Dance
•Year 2
•Dance
•Start Planning Better PE Lessons
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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
Position for clear sound throughout space
Alternative: Portable bluetooth speaker, phone with amplifier
Cued ready: 'Set Fire to the Rain' (Adele), 'Disco Inferno' (The Trammps), 'Burn' (Ellie Goulding)
Alternative: Spotify playlist, YouTube videos, CD
Clear of obstacles, sufficient room for 30 students to move safely
Alternative: Classroom with desks moved, outdoor area
Key Vocabulary
The height at which we move - high, medium, or low
The routes we take when moving through space - straight, curved, zigzag
A short sequence of movements that can be repeated or developed
Moving from one place to another using different locomotor skills
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
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