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Lesson 3 - Travelling with Levels and Pathways

Movement Expression

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Year 2

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Dance

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59 min

Big Question

How can we use different levels and pathways to make our travelling movements more exciting and creative?

Learning Objectives

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

Key Outcomes

Students will travel safely using different levels and pathways
Students will combine 1-2 motif actions into a travelling sequence
Students will perform with control and awareness of space

Equipment & Resources Required

Music Player

Position for clear sound throughout hall

Alternative: Portable speaker, tablet with good volume

Matilda Soundtrack

1 playlist

Cue tracks: 'I Just Can't Wait to be King', 'Hakuna Matata', 'I Wanna Be Like You'

Alternative: Similar upbeat, recognisable children's music

Animal Action Music Track

1 track

Ready to play for warm-up activity

Alternative: Any action song with clear movement instructions

Markers Cones

8-10

Available for pathway demonstrations if needed

Alternative: Spot markers, bean bags, hula hoops

Key Vocabulary

Travelling

Moving from one place to another using different locomotor movements

Levels

The height at which movements are performed - high, medium, low

Pathways

The pattern or route we take as we move through space

Motif

A short sequence of movements that is repeated or developed

Extension

Stretching body parts away from the centre to create clear shapes

Skill Progression Pathway

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

Prior Learning

Can perform basic locomotor movements (walking, running, hopping)
Understands concept of personal and general space
Has learned a 32-count motif in previous lessons

Current Skills

Combining motif actions with travelling movements
Showing different levels whilst moving
Creating varied pathways through space

Next Steps

Developing more complex travelling sequences
Adding timing and rhythm to travelling movements
Creating group travelling formations

Milestone Indicators

Can travel continuously whilst changing levels

Shows clear differences between high, medium and low levels

Creates curved, straight and zigzag pathways

Key Teaching Points

Levels must be clearly defined: high (reaching up), medium (normal standing), low (close to ground)
Pathways include straight, curved, and zigzag patterns through space
Travelling movements should maintain connection to original motif actions
Musical timing enhances movement quality and performance
Safety through spatial awareness and controlled level changes
Creative expression balanced with technical skill development
Smooth transitions between motif and travelling sections create flow

Common Misconceptions

Levels are about speed not height - clarify with clear demonstrations
Pathways are only straight lines - show curved and zigzag examples
Travelling means running fast - emphasise controlled, varied locomotion
All movements must be the same - encourage personal interpretation
Music is just background - teach active listening and response to beat

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries, use energetic music positively, offer movement breaks as needed

dyspraxia

Simplify movement combinations, provide extra practice time, use verbal cues for coordination, celebrate effort over perfection

autism spectrum

Provide clear structure and routine, use visual schedules for lesson sections, offer quiet space if needed, prepare for music changes

visual impairment

Use clear verbal descriptions of levels and pathways, provide physical guidance for level changes, use tactile markers for pathways

hearing impairment

Use visual demonstrations and hand signals, provide written instruction cards, use vibration or visual cues for musical timing

physical disability

Adapt level changes to seated/supported positions, modify travelling to available movement options, focus on upper body pathways

Cross-Curricular Links

English

Vocabulary development (levels, pathways, travelling), following instructions, describing movement using appropriate language

Maths

Exploring 2D shapes through pathway patterns, counting beats in music, understanding high/medium/low as measurement concepts

Science

Understanding how muscles work during different movements, exploring force and motion in travelling, balance and stability concepts

Art

Creating visual patterns through pathways, exploring space and form through movement, artistic expression through dance

Music

Responding to rhythm and beat, understanding tempo and timing, expressing musical ideas through movement

Teacher Guidance

Positioning

Move around the space to observe all students, position centrally for demonstrations

Observation Focus

Watch for safe travelling, clear level changes, creative pathway use, timing with music

Intervention Points

Step in if students moving unsafely, help with level transitions, support creative ideas

Demonstration Notes

Use clear, exaggerated movements for levels, trace pathways with hands first, move with students during activities

Verbal Cues

•'Look ahead as you travel!'
•'Show me your high level!'
•'Feel the beat of the music!'
•'Paint those pathways!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m clear space, suitable for travelling movements

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Music system positioned safely out of movement area
•Volume at appropriate level for instruction
•All loose items removed from space

Risk Management

Key Risks

•Collisions during travelling movements
•Falls during level changes
•Loss of balance when changing from high to low levels

Risk Mitigation

•Clear boundaries established for movement area
•Emphasis on looking ahead while travelling
•Controlled, gradual level changes
•Adequate spacing between students during activities
•Progressive skill building from static to travelling

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during travelling
•Monitor level changes for safety and control
•Watch for students moving too fast or out of control
•Ensure students maintain spatial awareness

Emergency Procedures

Stop activity immediately, assess any injuries, provide appropriate first aid, contact office if needed