Lesson 1 - Space and Travel Movements
Space to Synchronisation
•Year 2
•Dance
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How can we use our bodies to explore different spaces and create exciting travel movements in dance?
Learning Objectives
- To remember, repeat and link dance actions with control and coordination
- To explore space through simple movement patterns and body actions
- To develop timing and rhythm using 8-count sequences
Key Outcomes
- Students will perform linked dance sequences with improved control
- Students will demonstrate understanding of spatial awareness in movement
- Students will show ability to keep time with music using 8-count patterns
Equipment & Resources Required
Spread hoops evenly around teaching area with safe spacing
Alternative: Chalk circles, rope circles, or marked floor spots
Test volume levels, have carnival-style upbeat music ready
Alternative: Tablet/phone with portable speaker
Cue track ready for warm-up section
Alternative: Any upbeat, rhythmic music with clear 8-count structure
Key Vocabulary
The area around us where we can move safely
High, middle, and low positions our body can move in
Counting 1-2-3-4-5-6-7-8 to keep time with music
Moving from one place to another using different actions
Holding a still position using control and strength
A series of movements performed one after another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic travelling movements like walking and skipping
- Understanding of personal space
- Simple body part recognition
Current Skills
- Linking movements in 8-count sequences
- Exploring different levels in movement
- Using props (hoops) to define and enhance movement
Next Steps
- Creating longer dance sequences with clear structure
- Working cooperatively with partners in dance
- Developing expression and storytelling through movement
Milestone Indicators
Key Teaching Points
- Count clearly and consistently to establish 8-count timing structure
- Emphasise big, bold movements that use whole body expression
- Encourage creative exploration while maintaining safety and control
- Use positive specific feedback to build confidence and skills
- Create smooth transitions between different movement sections
- Develop performance skills through audience work and appreciation
- Connect movements to imaginative space travel theme throughout
Common Misconceptions
- Thinking dance is only for certain types of students - emphasise everyone can be expressive movers
- Believing movements must be perfect - focus on effort and creativity over perfection
- Assuming faster movement is better - teach control and timing over speed
- Thinking balances must be extremely difficult - appropriate challenge for each student
- Believing performance means being watched critically - create supportive, appreciative atmosphere
SEN Adaptations
ADHD
- Built-in movement breaks, clear boundaries, frequent positive feedback, shorter activity segments
dyspraxia
- Extra practice time, simplified movement patterns, larger equipment, step-by-step instruction breakdown
autism spectrum
- Clear visual schedule, consistent routine structure, quiet space available if needed
visual impairment
- Use bright, contrasting hoops, provide verbal descriptions of all movements, buddy system for spatial navigation
hearing impairment
- Visual signals for timing, demonstration-led instruction, vibrating/flashing tempo device
physical disability
- Adapted movements within ability range, seated versions of activities, modified hoop positions
Cross-Curricular Links
English
Vocabulary development, describing movement and expression, following instructions
Maths
Counting in 8s, understanding sequences and patterns, spatial geometry concepts
Science
Forces and motion, balance and gravity, how muscles work during movement
Art
Creating shapes with bodies, understanding levels and space, expression through movement
PSHE
Building confidence, respect for others' performances, celebrating differences
Teacher Guidance
Positioning
Move around the outside of the activity area for maximum visibility, position near music controls
Observation Focus
Watch for spatial awareness, timing with counts, movement quality and control
Intervention Points
Step in if students struggling with 8-count timing or unsafe movement around hoops
Demonstration Notes
Always demonstrate new movements clearly, exaggerate key points, use students as positive examples when appropriate
Verbal Cues
- •'Show me big, bold movements!'
- •'Find your own space!'
- •'Hold that balance strong and still!'
- •'8 counts - make them count!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall space 10m x 15m with 2.5m ceiling height for safe movement
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •All hoops checked for cracks, sharp edges or damage before use
- •Hoops appropriate size for age group - approximately 60cm diameter
- •Music system positioned safely with secure cables
Risk Management
Key Risks
- •Collisions between students during travelling
- •Slips and falls when moving around hoops
- •Loss of balance during balance activities
- •Overexertion during energetic movement
Risk Mitigation
- •Clear boundaries and spatial awareness teaching
- •Progressive skill building from simple to complex
- •Adequate spacing between hoops and students
- •Regular reminders about controlled movement
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all students throughout lesson
- •Monitor high-energy sections for overexertion
- •Watch for students struggling with balance work
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, ensure other students remain safe