Lesson 2 - Travelling with Levels and Pathways
Choreography & Movement Storytelling
•Year 3
•Dance
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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
Test volume levels before lesson, have backup tracks ready
Alternative: Mobile phone with speaker, CD player
Stick securely in each corner at child eye level
Alternative: Laminated pictures, cone markers with symbols
Use to define corners and safe movement boundaries
Alternative: Bean bags, small hoops
For displaying lesson objectives and vocabulary
Alternative: Flip chart, large paper
Key Vocabulary
Moving from one place to another using different locomotor movements
The height at which movements are performed - high, medium, low
The route or pattern traced in space during movement
A short sequence of movements that can be repeated and developed
A series of movements performed one after another in a planned order
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
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