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Lesson 2 - Creative Travel Actions

Space Race Stories Through Creative Movement

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Year 3

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Dance

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45 min

Big Question

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

Cards

4 themed images

Place one card in each corner of the dance space

Alternative: Pictures printed on paper, themed objects

Music Player

Test volume and cue up tracks before lesson

Alternative: Laptop, tablet, CD player

Cones

Mark corners clearly if cards need additional visibility

Alternative: Bean bags, spots, tape marks

Key Vocabulary

Travelling

Moving from one place to another whilst performing dance actions

Level

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

Pathway

The route taken through space - straight, curved, or zigzag

Motif

A short sequence of movements that can be developed and repeated

Flowing

Smooth, continuous movement without stops or jerky actions

Count

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

Smooth transitions between static and travelling movements

Confident use of space at different levels

Ability to maintain character whilst travelling

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