Lesson 2 - Levels & Pathways
Roman Stories in Dance
•Year 3
•Dance
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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
Position for clear sound throughout hall
Alternative: Phone/tablet with speaker
Place one in each corner of working space
Alternative: Pictures, symbols, or word cards
Define movement boundaries and pathways
Alternative: Bean bags, hoops, or chalk marks
Key Vocabulary
Moving from one place to another whilst maintaining dance character
The height at which movements are performed - high, medium, low
The route or pattern you travel through space
A short sequence of movements that can be repeated and developed
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
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