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Lesson 3 - Travelling with Levels and Pathways

Pirate Dance Adventures

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Year 2

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Dance

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45 min

Big Question

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

Music Player

1 set

Positioned where all students can hear clearly

Alternative: Bluetooth speaker, tablet with speaker

Music Tracks

4 tracks

Pre-loaded and tested: 'Yo Ho!', 'Talk Like A Pirate', 'Shipwreck Shuffle', 'He's a Pirate'

Alternative: General adventure music with strong beat

Open Space

Minimum 8m x 8m

Clear of obstacles, non-slip surface preferred

Alternative: Classroom with furniture moved aside

Key Vocabulary

Levels

The height at which we move - high (standing/jumping), medium (crouching), low (crawling/rolling)

Pathways

The route we take through space when travelling - can be straight, curved, zigzag or spiral

Motif

A short sequence of movements that can be repeated and developed

Travelling

Moving from one place to another using different actions like walking, running, sliding, rolling

Extension

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

Can maintain character whilst travelling

Shows confident use of all three levels

Creates interesting and varied pathways

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