Lesson 2 - Travelling Movements
Viking Tales in Movement
•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 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
Position for clear sound coverage of whole space
Alternative: Bluetooth speaker or tablet with good volume
Place one in each corner of the dance space
Alternative: Cones with laminated pictures attached
Have tracks ready: 'Northmen' soundtrack, 'Vikings Attack' from TV series
Alternative: Viking-themed instrumental music or dramatic film soundtracks
Key Vocabulary
Moving from one place to another using different locomotor movements
The height at which movements are performed - high, medium, low
The route or pattern traced through space when moving
A short sequence of movements that can be developed and repeated
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
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