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Lesson 2 - Travelling with Levels and Pathways

Choreography & Movement Storytelling

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Year 3

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Dance

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Big Question

How can we transform static movements into dynamic travelling sequences that tell a story?

Learning Objectives

To creatively adapt motif actions into travelling movements using different body parts
To demonstrate changes in level and pathway when travelling
To show good timing and control in movement sequences

Key Outcomes

Students will create a 32-count individual travelling section using 2-3 actions from their motif
Students will demonstrate clear changes in level and pathway during travel
Students will perform with improved timing and control

Equipment & Resources Required

Music Player

Test volume levels before lesson, have backup tracks ready

Alternative: Mobile phone with speaker, CD player

Cards

4 sets

Stick securely in each corner at child eye level

Alternative: Laminated pictures, cone markers with symbols

Cones

8-12

Use to define corners and safe movement boundaries

Alternative: Bean bags, small hoops

Sun Markers

1 set

For displaying lesson objectives and vocabulary

Alternative: Flip chart, large paper

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 route or pattern traced in space during movement

Motif

A short sequence of movements that can be repeated and developed

Sequence

A series of movements performed one after another in a planned order

Control

The ability to manage your body movements precisely and safely

Skill Progression Pathway

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

Prior Learning

Created a themed motif using mind map words
Understand basic dance actions and static movements
Can move safely in shared space

Current Skills

Transform static actions into travelling movements
Use different levels and pathways consciously
Combine movements into flowing sequences

Next Steps

Add dynamics and expression to travelling sequences
Work collaboratively to create group choreography
Incorporate props and thematic elements

Milestone Indicators

Can explain the difference between static and travelling movements

Demonstrates clear level changes during travel

Shows improved control and timing

Can give constructive feedback to peers

Key Teaching Points

Egyptian theme provides creative context for all movement exploration
Levels (high, medium, low) and pathways (straight, curved, zigzag) are key technical elements
Transformation from static to travelling movements is the core learning concept
32-count timing helps children understand sequence length and musical structure
Peer feedback using 2 stars and 1 wish structure builds positive assessment skills
Connection between weeks creates progression and builds on prior learning
Creative exploration balanced with technical skill development throughout

Common Misconceptions

That travelling just means walking - address by showing various locomotor movements
That higher levels are always better - emphasise that all levels have value and purpose
That creative movement has no rules - establish that creativity works within safe boundaries
That feedback should focus on what's wrong - teach positive, constructive feedback language
That dance is only for certain types of children - ensure inclusive environment for all abilities
That sequences must be complex to be good - emphasise quality over complexity throughout

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, use clear boundaries and space markers, offer additional practice time

dyspraxia

Simplify movement sequences, provide additional modelling and practice time, focus on individual progress rather than comparison, offer physical support if needed

autism spectrum

Provide clear structure and routine, use visual schedules for lesson stages, offer quiet spaces for breaks if needed, consistent feedback language

visual impairment

Use tactile cues for levels (high/medium/low positions), provide verbal descriptions of Egyptian images, ensure clear verbal instructions for all movements

hearing impairment

Use visual demonstrations for all instructions, provide visual rhythm cues, ensure clear sightlines for watching others' movements

physical disability

Adapt level changes to ability (seated high/low positions), modify travelling to wheelchair-accessible pathways, focus on upper body Egyptian movements

Cross-Curricular Links

English

Vocabulary development through dance terminology, creative writing for homework poems, oral communication through feedback

Maths

Counting beats (32-count sequences), patterns in movement, spatial reasoning through pathways, timing and rhythm

Science

Understanding body systems during exercise, effects of physical activity on heart rate and breathing

Art

Creative expression through movement, aesthetic appreciation, visual interpretation of Egyptian imagery

Geography

Understanding of ancient Egypt, River Nile references, spatial awareness through pathways and mapping movement

History

Ancient Egyptian civilization, cultural understanding through themed movement, historical context for dance inspiration

PSHE

Building confidence through performance, giving and receiving feedback, cooperation and respect for others

Teacher Guidance

Positioning

Central position during demonstrations, circulate during exploration, return to central for instructions

Observation Focus

Watch for creative problem-solving, technical development, and positive peer interactions

Intervention Points

Step in when safety concerns arise, when children need technical support, or when peer interactions need guidance

Demonstration Notes

Join in with children's movement to encourage participation, model risk-taking in creativity, show enthusiasm for Egyptian theme

Verbal Cues

•'Remember your levels - high, medium, low!'
•'I can see beautiful curved pathways!'
•'Feel the music in your movements!'
•'Safe space awareness, everyone!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, preferably larger hall for travelling movements

Surface Check

Non-slip floor surface, free from water or obstacles that could cause slips

Equipment Safety

Safety Checks

•Corner cards securely attached to walls at appropriate height
•Music equipment positioned safely away from movement area
•All electrical cables secured and away from movement pathways

Risk Management

Key Risks

•Collisions during travelling movements
•Falls when changing levels quickly
•Overexertion during extended movement periods
•Emotional stress from performance anxiety

Risk Mitigation

•Clear movement boundaries established and maintained
•Progressive warm-up to prepare bodies for level changes
•Regular rest periods and hydration reminders
•Positive, supportive environment for all performance levels

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all movement areas
•Monitor energy levels and signs of fatigue
•Watch for safe spacing during travelling activities
•Support nervous performers and manage peer interactions

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid if needed, have emergency contacts readily available