Lesson 2 - Travelling Movements and Pathways
Cultural Storytelling Dance
•Year 3
•Dance
•Start Planning Better PE Lessons
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How can we transform our static dance movements into exciting travels that tell stories through different levels and pathways?
Learning Objectives
- To creatively adapt static motif actions into travelling movements using different body parts
- To demonstrate changes in level and pathway whilst maintaining control and timing
- To develop a 32-count individual travelling sequence incorporating motif elements
Key Outcomes
- Students will create flowing travelling movements that incorporate their themed motif
- Students will demonstrate understanding of levels, pathways and spatial awareness
- Students will perform with improved timing, control and creative expression
Equipment & Resources Required
Position for clear sound throughout space
Alternative: Portable speaker, tablet with speakers
Fix securely in each corner of the dance space
Alternative: A4 laminated pictures, themed photographs
Rocking All Over the World (Status Quo), Around the World (Daft Punk)
Alternative: Streaming playlist, CD collection
Visible to all students for recap and objectives
Alternative: Paper sheets, visual aids
Key Vocabulary
Moving through space whilst performing dance actions
The height at which movements are performed - high, medium, low
The route or direction of travel through space
A short sequence of movements that can be repeated and developed
How movements connect smoothly together
Having command over your body and movements
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students have created a themed static motif using mind-mapped actions
- Students understand basic dance vocabulary of actions and dynamics
- Students can perform simple travelling movements
Current Skills
- Adapting static movements into travelling sequences
- Demonstrating levels and pathways in movement
- Creating individual choreography with timing and control
Next Steps
- Combining individual work into group compositions
- Adding country-specific dance styles and cultural elements
- Developing performance skills and audience awareness
Milestone Indicators
Key Teaching Points
- Maintain the essence and quality of original motif actions during adaptation
- Emphasise control and safety over speed and complexity in travelling movements
- Build confidence through positive reinforcement and celebration of creative solutions
- Connect movement exploration to specific musical timing and phrasing
- Encourage spatial awareness and consideration of others during travelling
- Foster constructive peer feedback culture using specific criteria
- Link current learning to previous lessons and future cultural exploration
Common Misconceptions
- That faster movement is better than controlled movement - emphasise quality over speed
- That all students should create identical adaptations - celebrate diverse creative solutions
- That mistakes in timing mean failure - normalise learning process and adjustment
- That complex movements are more impressive - focus on clear execution of simple ideas
- That dance requires natural talent - emphasise that creativity and control can be developed
- That feedback should focus on entertainment value - redirect to lesson objectives and technique
SEN Adaptations
ADHD
- Regular movement breaks built into lesson, clear physical boundaries, opportunities for leadership roles
dyspraxia
- Simplified movement patterns, extra practice time, focus on personal progress rather than comparison
autism spectrum
- Clear structure with visual schedule, predictable routine elements, quiet space available if needed
visual impairment
- Clear verbal descriptions of level changes, partner guidance for spatial awareness, tactile markers for personal space boundaries
hearing impairment
- Visual cues for timing, vibration-based music experience, clear line-of-sight for demonstrations
physical disability
- Adapted level changes within individual ability, wheelchair-accessible pathways, modified travelling movements
Cross-Curricular Links
English
Vocabulary development through dance terminology, creative writing in country poem homework, speaking and listening in feedback sessions
Science
Understanding body systems during exercise, forces and motion in travelling movements, balance and centre of gravity in level changes
Art
Creative expression and composition, visual interpretation of corner card images, aesthetic appreciation of movement
Geography
Cultural awareness through country-specific dance styles, spatial concepts through pathway exploration
Mathematics
Counting beats and phrases, spatial awareness and geometry through pathways, pattern recognition in movement sequences
PSHE
Self-expression and confidence building, constructive peer feedback skills, collaboration and mutual respect
Teacher Guidance
Positioning
Move around periphery during exploration, central for demonstrations, close for individual support
Observation Focus
Creative adaptation process, inclusion of required elements, peer interaction quality
Intervention Points
When students struggle with adaptation concept, during unsafe movement, if feedback becomes negative
Demonstration Notes
Show clear contrasts between static and travelling, exaggerate level changes for visibility, model positive feedback language
Verbal Cues
- •'Keep the feeling of your original action!'
- •'Show me high, medium, and low!'
- •'Travel through the whole space!'
- •'Smooth transitions make beautiful dance!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, preferably larger hall or studio
Surface Check
Non-slip floor surface, free from water or debris, appropriate for dance movement
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement area
- •Corner cards securely fixed to prevent movement or falling
- •No trailing wires or trip hazards
Risk Management
Key Risks
- •Collisions during travelling movements
- •Slips or falls during level changes
- •Overexertion during energetic travelling
- •Emotional vulnerability during performance
Risk Mitigation
- •Clear spatial boundaries and awareness training
- •Progressive building from static to travelling movements
- •Emphasis on control over speed or complexity
- •Positive, supportive performance environment
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during travel phases
- •Monitor individual comfort levels during performance
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact office if needed