Lesson 2 - Creative Travel Actions
Space Race Stories Through Creative Movement
•Year 3
•Dance
•Start Planning Better PE Lessons
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How can we transform our creative ideas into flowing movements that travel through space?
Learning Objectives
- To creatively change static actions into travelling movements using different body parts
- To demonstrate changes in level and pathway when travelling through space
- To show good timing and control whilst performing to music
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 whilst travelling
- Students will perform with improved timing and spatial awareness
Equipment & Resources Required
Place one card in each corner of the dance space
Alternative: Pictures printed on paper, themed objects
Test volume and cue up tracks before lesson
Alternative: Laptop, tablet, CD player
Mark corners clearly if cards need additional visibility
Alternative: Bean bags, spots, tape marks
Key Vocabulary
Moving from one place to another whilst performing dance actions
The height at which movements are performed - high, medium, or low
The route taken through space - straight, curved, or zigzag
A short sequence of movements that can be developed and repeated
Smooth, continuous movement without stops or jerky actions
The beat of the music used to time movements (8 counts = one phrase)
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Created a themed static motif using actions from a mind map
- Understand basic body parts and how they move
- Can perform simple travelling movements like walking and running
Current Skills
- Adapting static actions into travelling movements
- Controlling changes in level whilst moving
- Creating curved and straight pathways through space
Next Steps
- Combining individual sequences with group work
- Adding dynamic changes and rhythm variations
- Creating more complex choreographic structures
Milestone Indicators
Key Teaching Points
- Maintain the character and essence of original motif actions when adapting to travel
- Emphasise smooth, flowing transitions between actions rather than abrupt stops
- Use the full range of levels (high, medium, low) purposefully throughout sequences
- Create clear, intentional pathways through space rather than random wandering
- Keep musical timing consistent while focusing on movement quality
- Encourage creative problem-solving when adapting static actions to travelling forms
- Build confidence through positive reinforcement and celebration of creative solutions
Common Misconceptions
- Students may think they need to completely change their original actions - emphasise keeping the essence while adding travel
- Some may believe faster movement is better - focus on control and quality over speed
- Students might think level changes should be dramatic - show that subtle changes can be equally effective
- May assume pathways must be complex - demonstrate that simple, clear pathways can be very effective
- Some may think all actions must fill exactly 8 counts - allow for natural phrasing and flow
- Students might believe there's only one 'correct' way to adapt an action - celebrate multiple creative solutions
SEN Adaptations
ADHD
- Break activities into shorter segments, provide movement breaks between tasks, use clear, specific instructions for each step
dyspraxia
- Demonstrate movements more slowly, allow extra practice time for coordination, break complex sequences into smaller parts
autism spectrum
- Provide clear structure for 32-count sequences, allow extra processing time for creative tasks, offer visual schedules for lesson progression
visual impairment
- Use verbal descriptions of corner cards, provide physical guidance for level changes, ensure clear audio cues for musical timing
hearing impairment
- Use visual demonstrations for all instructions, provide written corner card descriptions, use visual timing cues instead of musical counting
physical disability
- Adapt travelling to wheelchair-accessible movements, modify level changes to upper body only, provide seated options for all activities
Cross-Curricular Links
English
Vocabulary development with movement terms, descriptive language for feedback, creative poem writing for homework task
Maths
Counting in 8s and 4s for musical phrasing, understanding spatial concepts of pathways and geometric shapes in floor patterns
Science
Understanding body systems during exercise, forces and momentum in travelling movements, levels relating to gravity and balance
Art
Creative expression through movement, composition and design principles in sequence creation, visual elements of levels and pathways
Geography
Spatial awareness and direction, pathways as routes, understanding of space and scale in movement design
Teacher Guidance
Positioning
Move around perimeter during individual work, central for demonstrations, circulate during partner feedback
Observation Focus
Look for creative adaptation of original motif actions, smooth level transitions, spatial awareness during travelling
Intervention Points
Step in if students struggling to connect actions, having difficulty with level changes, or showing unsafe spatial awareness
Demonstration Notes
Use your own motif examples throughout, show clear contrasts between static and travelling, emphasise smooth transitions and controlled level changes
Verbal Cues
- •'Keep the character of your action while you travel!'
- •'Show me three different levels in your sequence!'
- •'Make your pathway clear and purposeful!'
- •'Flow from one action to the next smoothly!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, preferably hall or large classroom with moveable furniture
Surface Check
Non-slip surface essential for travelling movements, check for obstacles or hazards
Equipment Safety
Safety Checks
- •Ensure corner cards are securely attached and visible
- •Music volume appropriate for instruction over background
- •Check any props or markers are safe for floor work
Risk Management
Key Risks
- •Collisions during travelling movements
- •Falls during level changes
- •Overexertion during continuous movement
- •Loss of spatial awareness in creative exploration
Risk Mitigation
- •Clear boundaries established for travelling space
- •Emphasis on controlled movement over speed
- •Progressive build-up from static to travelling work
- •Constant reinforcement of spatial awareness
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during travelling activities
- •Monitor for safe level transitions
- •Watch for collisions during partner work and individual sequences
Emergency Procedures
Stop activity immediately, assess any injuries, provide appropriate first aid, contact office if needed