Lesson 3 - Travelling with Levels and Pathways
Pirate Dance Adventures
•Year 2
•Dance
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How can we use our pirate motif movements to create exciting travelling dance that shows different levels and pathways?
Learning Objectives
- To creatively turn the 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 combine 1-2 actions from their motif to create a short travelling section
- Students will demonstrate use of different levels and pathways in their movement
- Students will perform their extended dance sequence with improved timing and control
Equipment & Resources Required
Positioned where all students can hear clearly
Alternative: Bluetooth speaker, tablet with speaker
Pre-loaded and tested: 'Yo Ho!', 'Talk Like A Pirate', 'Shipwreck Shuffle', 'He's a Pirate'
Alternative: General adventure music with strong beat
Clear of obstacles, non-slip surface preferred
Alternative: Classroom with furniture moved aside
Key Vocabulary
The height at which we move - high (standing/jumping), medium (crouching), low (crawling/rolling)
The route we take through space when travelling - can be straight, curved, zigzag or spiral
A short sequence of movements that can be repeated and developed
Moving from one place to another using different actions like walking, running, sliding, rolling
Stretching out body parts to create clear, strong shapes
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can perform their 32-count pirate motif
- Students understand basic spatial awareness
- Students can recognise high, medium and low levels
Current Skills
- Adapting motif actions into travelling movements
- Showing clear level changes whilst moving
- Creating varied pathways through space
Next Steps
- Developing partner work with travelling sequences
- Adding changes in speed and dynamics
- Creating group formations using pathways
Milestone Indicators
Key Teaching Points
- Maintain pirate character throughout all movement activities
- Emphasise quality and control over speed in all travelling movements
- Use clear, exaggerated demonstrations to show level differences
- Connect all movements back to the original motif for continuity
- Encourage creativity whilst maintaining safety and control
- Use appropriate dance vocabulary consistently throughout
- Build sequences progressively from simple to complex
Common Misconceptions
- That travelling means moving fast - emphasise control and character over speed
- That levels are only shown when stationary - demonstrate how to change levels whilst moving
- That pathways are only on the floor - show how pathways can also be created in the air
- That all travelling movements should look the same - encourage variety and personal interpretation
- That performance is scary - build confidence through positive feedback and peer support
SEN Adaptations
ADHD
- Use shorter activity segments, provide clear physical boundaries, allow movement breaks, give specific focus points
dyspraxia
- Break down movements into smaller steps, provide additional practice time, use peer support for demonstrations
autism spectrum
- Provide clear structure and routine, use visual schedule for lesson sections, allow quiet space if needed for regulation
visual impairment
- Use tactile cues for pathway shapes, provide verbal descriptions of levels, pair with sighted partner for demonstrations
hearing impairment
- Use visual signals for stop/start, provide written instructions, use vibrations or visual cues for musical beat
physical disability
- Adapt levels to seated positions (arms up/middle/down), modify travelling to wheelchair/mobility aid movements, focus on upper body pathways
Cross-Curricular Links
English
Developing vocabulary for movement and performance, following instructions, describing movement qualities
Maths
Understanding pathways as lines and curves, spatial awareness and direction, counting beats in music
Geography
Understanding direction and pathways, mapping routes, spatial relationships
Music
Moving in time to different rhythms, understanding beat and tempo, expressing character through movement
PSHE
Building confidence through performance, cooperation during partner work, respecting others' creative ideas
Teacher Guidance
Positioning
Move around the space to coach individuals whilst maintaining overview of whole class
Observation Focus
Look for clear level changes, interesting pathways, musical timing, and pirate character
Intervention Points
Step in if students struggling with movement adaptation or if safety concerns arise
Demonstration Notes
Use strong, exaggerated movements to show levels clearly; trace pathways in air and on floor; maintain pirate character throughout
Verbal Cues
- •'Show me your strongest pirate character!'
- •'Can you make that level even clearer?'
- •'Listen to the beat and match your movements!'
- •'What pathway are you painting?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, ideally larger for free travelling
Surface Check
Non-slip surface, clear of obstacles, adequate ventilation
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement area
- •Volume at appropriate level for instructions to be heard
- •No trailing wires in movement space
Risk Management
Key Risks
- •Collisions between students during travelling
- •Falls during level changes
- •Overexertion during extended sequences
Risk Mitigation
- •Clear boundaries established for movement area
- •Emphasis on controlled movement not speed
- •Regular reminders about spatial awareness
- •Progressive building of sequence complexity
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students
- •Monitor for safe level changes
- •Watch for appropriate effort levels
Emergency Procedures
Stop music immediately, assess any injuries, provide appropriate first aid, ensure other students remain calm and seated