Lesson 3 - Travelling with Levels and Pathways
Movement Expression
•Year 2
•Dance
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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
Position for clear sound throughout hall
Alternative: Portable speaker, tablet with good volume
Cue tracks: 'I Just Can't Wait to be King', 'Hakuna Matata', 'I Wanna Be Like You'
Alternative: Similar upbeat, recognisable children's music
Ready to play for warm-up activity
Alternative: Any action song with clear movement instructions
Available for pathway demonstrations if needed
Alternative: Spot markers, bean bags, hula hoops
Key Vocabulary
Moving from one place to another using different locomotor movements
The height at which movements are performed - high, medium, low
The pattern or route we take as we move through space
A short sequence of movements that is repeated or developed
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
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