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Lesson 2 - Travelling Movements

Viking Tales in Movement

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Year 3

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Dance

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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 actions from last week's motif into travelling movements
To demonstrate changes in level and pathway whilst travelling
To show good timing and control in movement sequences

Key Outcomes

Students will have created an individual 32-count travelling sequence
Students will demonstrate understanding of levels and pathways in dance
Students will show improved creativity and choreographic skills

Equipment & Resources Required

Tunnel Systems

1 set

Position for clear sound coverage of whole space

Alternative: Bluetooth speaker or tablet with good volume

Cards

Place one in each corner of the dance space

Alternative: Cones with laminated pictures attached

Music Player

Prepared tracks

Have tracks ready: 'Northmen' soundtrack, 'Vikings Attack' from TV series

Alternative: Viking-themed instrumental music or dramatic film soundtracks

Key Vocabulary

Travelling

Moving from one place to another using different locomotor movements

Levels

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

Pathways

The route or pattern traced through space when moving

Motif

A short sequence of movements that can be developed and repeated

32-count

A sequence that lasts for 32 beats of music

Skill Progression Pathway

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

Prior Learning

Created a themed motif using static actions
Basic understanding of dance vocabulary
Experience moving to different rhythms

Current Skills

Transforming static movements into travelling sequences
Understanding and applying levels in dance
Creating pathways through space

Next Steps

Combining individual work into group choreography
Adding dynamics and expression to movement
Performance skills and audience awareness

Milestone Indicators

Smooth transitions between travelling movements

Clear demonstration of high, medium, and low levels

Creative interpretation of motif actions

Key Teaching Points

Emphasise that creativity has no 'wrong' answers when safe and sensible
Use Viking theme consistently to maintain engagement and context
Ensure smooth transitions between static and travelling work
Build confidence through positive, specific feedback
Connect musical timing to movement quality throughout
Encourage risk-taking in creative movement exploration
Use peer feedback to develop critical thinking and supportive relationships

Common Misconceptions

Travelling just means walking - address by showing varied locomotor movements
Levels only mean high and low - demonstrate medium level clearly
Faster movement is better - emphasise control and timing over speed
Copying others is wrong - clarify difference between copying and inspiration
Perfect sequences on first attempt - normalise the process of refinement and improvement

SEN Adaptations

ADHD

Regular movement breaks, clear boundaries, opportunity for leadership roles

dyspraxia

Simplified sequences, additional practice time, visual and verbal prompts for movement

autism spectrum

Clear structure and routine, visual schedule, quiet space available if needed

visual impairment

Audio cues for pathways, partner guidance, clear verbal descriptions of space and levels

hearing impairment

Visual demonstrations, sign language for key terms, vibrations for musical timing

physical disability

Adapted movements at appropriate level, seated variations, focus on upper body actions

Cross-Curricular Links

English

Creative writing for homework poem, vocabulary development, descriptive language for feedback

Art

Visual interpretation of corner cards, understanding of composition and design

History

Viking theme provides historical context, understanding of period and culture

Music

Rhythm and timing awareness, responding to musical structure and mood

PSHE

Confidence building, giving and receiving feedback, collaborative working

Teacher Guidance

Positioning

Central position during instructions, circulating during individual work for maximum observation

Observation Focus

Watch for creative problem-solving, safe movement execution, and individual progress against success criteria

Intervention Points

Step in if students struggling with sequence creation, unsafe movement, or partner feedback

Demonstration Notes

Use clear, exaggerated movements for visibility, demonstrate both correct and incorrect examples, involve students in demonstrations where appropriate

Verbal Cues

•'Show me your levels!'
•'Think about your pathway!'
•'Keep the action quality!'
•'Smooth transitions!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor hard surface, minimum 15m x 10m

Surface Check

Non-slip surface, clear of obstacles, adequate ceiling height for high-level movements

Equipment Safety

Safety Checks

•Music system securely positioned away from movement area
•Corner cards firmly attached and not creating trip hazards
•Volume at appropriate level to hear instructions

Risk Management

Key Risks

•Collisions during travelling movements
•Falls from level changes
•Overexertion during extended sequences

Risk Mitigation

•Clear boundaries and pathways established
•Adequate spacing between students during movement
•Progressive building of sequence complexity
•Regular water breaks if needed

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during movement
•Circulate during individual work to monitor safety
•Watch for fatigue during extended sequences

Emergency Procedures

Stop music immediately if unsafe movement observed, clear first aid access, emergency contact details available