Lesson 2 - Floor Patterns and Travelling Steps
Traditional to Creative Barn Dance
•Year 3
•Dance
•Start Planning Better PE Lessons
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How can we use different travelling steps to create exciting floor patterns that tell a story through movement?
Learning Objectives
- Explore different ways of travelling and link movements to Barn Dance style
- Work as a team to follow floor patterns and create shapes on the floor
- Create travelling dance steps which follow a structured floor pattern
Key Outcomes
- Students will demonstrate at least 3 different travelling steps with correct Barn Dance characteristics
- Students will successfully perform line, semi-circle, and diagonal floor patterns as a team
- Students will create and perform their own floor pattern dance in groups of 4
Equipment & Resources Required
Position for clear sound throughout hall, test volume levels
Alternative: Portable speaker with Bluetooth, smartphone with amplifier
Queue tracks in advance, test all music before lesson
Alternative: Folk music with strong 4/4 beat, traditional country music
Laminated cards showing line, semi-circle, and X patterns
Alternative: Chalk for outdoor use, whiteboard drawings, printed diagrams
Use to mark starting positions and pattern endpoints
Alternative: Masking tape crosses, bean bags, small hoops
Have Barn Dance videos queued and ready to play
Alternative: Tablet, smartphone, interactive whiteboard
Key Vocabulary
The shape or design created by dancers moving across the floor space
A travelling step where one foot leads and the other follows, like a horse's gait
A dance step combining a hop, step, and quick weight transfer
The arrangement of dancers in relation to each other
Half of a circle shape, like a rainbow arc
A straight line that goes from one corner to another, not vertical or horizontal
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic walking and marching in time to music
- Understanding of personal and general space
- Simple travelling movements like skipping and jumping
- Introduction to Barn Dance style from Unit 5 Lesson 1
Current Skills
- Travelling in different ways whilst maintaining floor patterns
- Performing gallop and hop-step-ball-change steps
- Creating and following line, semi-circle and diagonal patterns
- Working collaboratively to maintain formation
Next Steps
- Combining travelling steps with upper body movements
- Creating more complex floor patterns with direction changes
- Developing performance quality and expression
- Learning traditional Barn Dance sequences
Milestone Indicators
Key Teaching Points
- Emphasise teamwork and collective responsibility for pattern success
- Connect all movements to Barn Dance style with high energy and lifted posture
- Build complexity gradually from walking patterns to travelling steps
- Celebrate creativity while maintaining safety and pattern integrity
- Use clear counting and rhythm to support timing and coordination
- Encourage positive peer feedback and inclusive group dynamics
- Link individual movements to group formations throughout lesson
Common Misconceptions
- That floor patterns are just decorative rather than fundamental to dance structure
- That travelling steps can be performed without attention to spacing and formation
- That individual technique is more important than group coordination
- That patterns must be complex to be interesting or valuable
- That Barn Dance style is just about speed rather than energy and posture
- That watching others perform is less important than doing
- That patterns only work with specific music or in formal dance contexts
SEN Adaptations
ADHD
- Frequent activity changes, clear movement boundaries, partner support system, celebrate small successes regularly
dyspraxia
- Simplified patterns initially, extra practice time, visual guides for foot placement, buddy support for complex sequences
autism spectrum
- Clear visual schedule of lesson segments, predictable pattern structures, quiet space available, warning before pattern changes
visual impairment
- Use high contrast floor markers, verbal descriptions of all patterns, tactile guidance from partners, clear audio cues for direction changes
hearing impairment
- Visual demonstration of all steps, visual rhythm cues, partner mirroring, written pattern cards with pictures
physical disability
- Adapted patterns for wheelchair users, seated travelling movements, modified group sizes, alternative formation roles
Cross-Curricular Links
Art
Pattern and design principles, symmetry and asymmetry in floor formations, creative expression through movement
Geography
Mapping and direction - creating floor 'maps' with movement, understanding diagonal directions, spatial orientation
History
Traditional folk dances and cultural heritage, understanding how Barn Dance connects to rural communities
Teacher Guidance
Positioning
Move around space to observe all groups, central position for demonstrations
Observation Focus
Watch for pattern accuracy, teamwork, and travelling step technique
Intervention Points
Step in if groups struggling with pattern design or safety issues arising
Demonstration Notes
Always demonstrate travelling steps clearly from multiple angles, use teaching assistant or confident student as partner
Verbal Cues
- •'Keep the pattern shape!'
- •'Listen to the beat!'
- •'Work together as a team!'
- •'Lift those knees for energy!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall minimum 15m x 10m, clear of obstacles, non-slip surface essential
Surface Check
Dry, even surface free from trip hazards, adequate grip for travelling steps
Equipment Safety
Safety Checks
- •Music volume at safe level for hearing
- •Spot markers placed safely away from movement paths
- •Visual aids securely positioned
- •No loose equipment in movement space
Risk Management
Key Risks
- •Collisions during pattern crossing
- •Slips during travelling steps
- •Overexertion during energetic movements
- •Falls during balance-challenging steps
Risk Mitigation
- •Clear boundaries and movement pathways established
- •Adequate spacing between groups during practice
- •Progressive skill building from walking to advanced steps
- •Emergency stop signal practiced and understood
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Monitor crossing patterns carefully for collision risks
- •Watch for fatigue during repetitive practice
- •Ensure appropriate footwear throughout
Emergency Procedures
Clear stop signal, first aid kit accessible, adult assistance available for any injuries