Lesson 2 - Creative Travel with Levels
Creative Dance in Ancient Egypt
•Year 4
•Dance
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we transform static dance movements into dynamic travelling sequences that tell a story?
Learning Objectives
- To creatively transform static actions from themed motifs into travelling movements
- To demonstrate different levels and pathways whilst travelling
- To show good timing and control when performing individual sequences
Key Outcomes
- Students will create a 32-count individual travelling section using 2-3 actions from previous motif
- Students will show changes in level and pathway when travelling
- Students will demonstrate creative thinking and problem-solving in dance
Equipment & Resources Required
Position where all students can hear clearly, test volume levels before lesson
Alternative: Bluetooth speaker, laptop with external speakers
Place one card in each corner of hall - Egyptian themed images work well
Alternative: Laminated images, drawings on A4 paper, themed props
Use to define corners and boundaries, create pathway guides if needed
Alternative: Spot markers, masking tape, chalk lines
Key Vocabulary
Moving through space using different locomotor actions like walking, running, sliding, or rolling
The height at which movements are performed - high (jumping, reaching up), medium (standing), low (crouching, floor work)
The route or pattern that movement follows through space - straight, curved, zigzag, circular
A short sequence of movements that can be repeated, developed and varied
A choreographed section that lasts for 32 beats of music
Moving with purpose and precision, starting and stopping movements cleanly
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Created themed motifs using mind mapping techniques
- Performed static actions related to Egyptian theme
- Understand basic dance elements of body parts and space
Current Skills
- Transform static actions into travelling movements
- Use different levels and pathways creatively
- Combine movements into flowing sequences
Next Steps
- Develop more complex choreographic devices
- Work with others to create group compositions
- Use poetry and spoken word to enhance dance narrative
Milestone Indicators
Key Teaching Points
- Maintain Egyptian character throughout all travelling movements
- Emphasise control and safety during travelling sequences
- Encourage creative risk-taking within safe parameters
- Build performance confidence through positive feedback structures
- Connect all activities back to levels, pathways and timing concepts
- Support peer assessment skills with specific observation criteria
- Link learning to previous lessons and future homework expectations
Common Misconceptions
- That travelling means moving quickly - emphasise controlled, quality movement
- That pathways must be complex - simple, clear pathways are often more effective
- That level changes should be dramatic - subtle level changes can be very effective
- That creativity means abandoning technique - maintain quality while being creative
- That 32 counts is too long to remember - break into smaller sections for learning
- That feedback should focus on mistakes - emphasise positive, constructive observation
SEN Adaptations
ADHD
- Frequent activity changes built into structure, clear physical boundaries for travelling, specific roles during partner work, movement breaks between seated reflection
dyspraxia
- Simple pathway patterns initially, additional practice time for sequences, break down travelling into smaller steps, visual demonstrations of all movements
autism spectrum
- Clear visual schedule of lesson structure, consistent routine for warm-up and cool-down, quiet space available if needed, advance warning of music and activity changes
visual impairment
- Use tactile markers for corners, verbal descriptions of pathway shapes, partner guidance for spatial awareness, clear vocal cues for all activities
hearing impairment
- Visual demonstrations of all instructions, vibrating speaker for musical beat, hand signals for timing, visual cues for activity changes
physical disability
- Modify travelling to wheelchair or seated versions, adapt levels to arm movements, provide alternative pathway creation using upper body
Cross-Curricular Links
English
Creating 4-line themed poems, using descriptive language for feedback, developing vocabulary around dance and movement
Maths
Counting 32-beat sequences, understanding patterns and repetition, exploring spatial concepts through pathways
Art
Visualising movement pathways, understanding levels as artistic composition, interpreting images creatively through movement
Geography
Understanding River Nile pathways, exploring concepts of direction and routes through movement
History
Exploring Ancient Egyptian culture, understanding historical context for themed movement, connecting dance to cultural expression
Music
Moving to beat and rhythm, understanding 32-count musical phrases, listening skills for musical interpretation
Teacher Guidance
Positioning
Central position during instruction, circulating during exploration, corner of room during performances for full visibility
Observation Focus
Creative problem-solving, safe travelling speeds, use of levels and pathways, integration of motif actions
Intervention Points
Step in if students struggling with creative ideas, if unsafe travelling observed, if partner feedback becomes unconstructive
Demonstration Notes
Model Egyptian character strongly, show clear level changes during travelling, emphasise smooth transitions between movements
Verbal Cues
- •'Show me different levels as you travel!'
- •'Think about your pathway - straight, curved, or zigzag?'
- •'Keep the Egyptian character strong!'
- •'Control your travelling speed for safety and quality!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 10m x 15m clear space, suitable for individual travelling with multiple students
Surface Check
Non-slip surface essential, adequate space between students for safe travelling
Equipment Safety
Safety Checks
- •Check corner cards are securely attached and visible
- •Test music system volume levels appropriate for space
- •Ensure no obstacles in corners or travelling pathways
Risk Management
Key Risks
- •Collisions during travelling sequences
- •Overexertion during creative exploration
- •Slips during level changes or floor work
Risk Mitigation
- •Clear boundaries established for individual working spaces
- •Controlled travelling speeds emphasised throughout
- •Progressive warm-up to prepare bodies for movement
- •Clear instructions about safe pathway choices
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all corners during warm-up game
- •Circulate during individual creation time
- •Monitor partner work for appropriate interactions
Emergency Procedures
Stop activity immediately, assess any injuries, provide appropriate first aid, contact emergency services if required