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Lesson 2 - Levels & Pathways

Roman Stories in Dance

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Year 3

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Dance

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45 min

Big Question

How can we transform our static dance actions into exciting travelling movements that show different levels and pathways?

Learning Objectives

To creatively adapt static motif actions into travelling movements
To demonstrate clear changes in level and pathway whilst travelling
To show good timing and control when moving to music

Key Outcomes

Students will have created a 32-count individual travelling section
Students will demonstrate understanding of levels (high, medium, low) in movement
Students will show creative problem-solving in dance choreography

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout hall

Alternative: Phone/tablet with speaker

Cards

4 themed cards

Place one in each corner of working space

Alternative: Pictures, symbols, or word cards

Cones

8-12

Define movement boundaries and pathways

Alternative: Bean bags, hoops, or chalk marks

Key Vocabulary

Travelling

Moving from one place to another whilst maintaining dance character

Levels

The height at which movements are performed - high, medium, low

Pathway

The route or pattern you travel through space

Motif

A short sequence of movements that can be repeated and developed

Count

The beat or rhythm that helps dancers stay together

Skill Progression Pathway

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

Prior Learning

Created themed motif using static actions
Understanding of basic dance vocabulary
Ability to perform simple movements to music

Current Skills

Transforming static actions into travelling movements
Incorporating levels and pathways into dance
Creating individual choreographed sequences

Next Steps

Combining individual work with partner choreography
Adding narrative structure to dance sequences
Performing complex group choreography

Milestone Indicators

Smooth transitions between travelling movements

Clear demonstration of different levels

Confident performance of choreographed sequence

Key Teaching Points

Creative transformation is more important than perfect technique
Every child's interpretation is valid and valuable
Levels and pathways are tools for creative expression
Timing and control develop through practice and experimentation
Building confidence through sharing and positive feedback
Connecting movement to musical rhythm and thematic character
Safe spatial awareness whilst being creative

Common Misconceptions

There is only one 'correct' way to travel with each action - encourage multiple solutions
High level always means jumping - show reaching, stretching alternatives
Pathways must be complex to be good - simple pathways performed well are excellent
32 counts is too long to remember - break into smaller chunks of 8
Individual work means working alone completely - collaboration and sharing enhances learning

SEN Adaptations

ADHD

Regular movement breaks, clear time boundaries, immediate feedback opportunities

dyspraxia

Simplified movement patterns, extra practice time, visual pathway markers on floor

autism spectrum

Clear sequence structure, visual schedule of lesson progression, quiet reflection spaces available

visual impairment

Use tactile corner markers, verbal descriptions of pathways, partner guidance for spatial awareness

hearing impairment

Visual cues for music changes, demonstration-led instructions, vibration cues for rhythm

physical disability

Adapt travelling to wheelchair/seated movements, modify levels to arm positions, seated pathway creation

Cross-Curricular Links

English

Creative writing through 4-line themed poem homework, using descriptive language for movement feedback

Art

Visual interpretation of corner cards, creative expression through movement, composition and flow in sequences

History

Roman theme connection through music and character development

PSHE

Building confidence through performance, giving constructive feedback, celebrating others' creativity

Teacher Guidance

Positioning

Move around perimeter during travelling activities for clear sight lines, central position for demonstrations

Observation Focus

Watch for creative problem-solving, safe spatial awareness, timing with music, and positive peer interactions

Intervention Points

Step in if students struggling with transitions, unsafe travelling, or negative peer feedback

Demonstration Notes

Always demonstrate movements slowly first, then at performance speed. Use exaggerated level changes for clarity. Model positive feedback language.

Verbal Cues

•'Show me your levels!'
•'Travel with control!'
•'Keep the character of your action!'
•'Flow from one movement to the next!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m clear space for travelling movements

Surface Check

Dry, non-slip surface free from obstacles and trip hazards

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Corner cards securely attached to prevent falling
•Boundary markers placed to avoid collision zones

Risk Management

Key Risks

•Collisions during travelling movements
•Falls from level changes
•Overexertion during continuous movement
•Distraction leading to spatial awareness loss

Risk Mitigation

•Clear boundaries established and reinforced
•Adequate spacing maintained throughout activities
•Gradual progression from static to travelling movements
•Regular reminders about spatial awareness
•Teacher positioning for optimal supervision

Supervision & Emergency Procedures

Supervision Points

•Position to observe entire space during travelling activities
•Monitor high-activity transition periods
•Watch for signs of fatigue or overexertion
•Ensure respectful partner interactions during feedback

Emergency Procedures

Stop music immediately, assess situation, provide appropriate first aid support, contact school medical staff if needed