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Lesson 2 - Creative Travelling Movements

Cultural Expression Through Haka-Inspired Dance

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Year 5

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Dance

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1h 1min

Big Question

How can we transform static Haka actions into dynamic travelling movements that tell a story?

Learning Objectives

To develop a 20-second travelling section using different levels, pathways and directions
To creatively transform static Haka actions into dynamic movements
To demonstrate understanding of spatial awareness and movement quality

Key Outcomes

Students will create an individual travelling section incorporating Haka actions
Students will demonstrate use of levels, pathways and directions in their movement
Students will provide constructive feedback using the 2 stars and a wish format

Equipment & Resources Required

Tunnel Systems

Positioned for clear audio throughout space

Alternative: Portable speaker, tablet/phone with speaker

Music Tracks

'Two Tribes' by Frankie Goes to Hollywood, 'Ka mate Chants Maoris Te runga Rawa'

Alternative: Downloaded audio files, streaming service

Markers Cones

Placed in four corners of the activity space

Alternative: Spots, visual markers, natural corners

Score Sheets

2 stars and a wish template for partner assessment

Alternative: Verbal feedback only if needed

Key Vocabulary

Travelling

Moving from one place to another using various locomotor skills

Levels

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

Pathways

The route or track that movement follows through space

Directions

The way the body faces or moves - forward, backward, sideways, diagonal

Motif

A sequence of movements that forms the basis of a dance phrase

Dynamic

Showing energy, force and power in movement

Skill Progression Pathway

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

Prior Learning

Basic Haka motif from previous lesson
Understanding of high, medium and low levels
Ability to travel in different directions

Current Skills

Creative transformation of static actions
Integration of spatial elements in travelling
Individual choreographic development

Next Steps

Partner work and collaborative choreography
Complex transitional movements
Performance skills and audience awareness

Milestone Indicators

Students can explain how they adapted static actions

Movement shows clear spatial variation

Feedback demonstrates understanding of success criteria

Key Teaching Points

Maintain cultural sensitivity and respect throughout the lesson
Ensure travelling maintains the strength and character of original Haka actions
Progressive development from individual spatial elements to combined sequences
Quality of movement more important than complexity
Peer feedback should be specific and constructive
Connect all movements to the warrior narrative and journey
Safety awareness especially during backwards and sideways travelling

Common Misconceptions

That travelling movements should be fast - emphasise control and power instead
That all spatial elements must be used simultaneously - build progressively
That creativity means losing the cultural essence - maintain respectful interpretation
That feedback should focus on personal preference - guide towards technique and success criteria
That the Haka is just dance - reinforce cultural significance and warrior tradition

SEN Adaptations

ADHD

Regular movement breaks, clear segmented activities, specific focus tasks for attention

dyspraxia

Simplified spatial combinations, extra practice time, visual pathway markers if needed

autism spectrum

Predictable lesson structure, clear visual boundaries for personal space, option for individual work time

visual impairment

Clear verbal descriptions of spatial elements, tactile guidance for pathways, buddy system for space awareness

hearing impairment

Visual cues for music changes, demonstration-led instruction, vibration awareness for rhythm

physical disability

Adapted movements for mobility limitations, focus on upper body travelling, wheelchair pathway variations

Cross-Curricular Links

English

Vocabulary development, descriptive language for movement, storytelling through dance

Art

Cultural expression through movement, visual representation of pathways and levels

Geography

Understanding of New Zealand location, climate and landscape influence on culture

History

New Zealand Māori culture and traditions, warrior heritage and significance of Haka

Music

Rhythm, timing, and musical phrasing in traditional Māori chants

PSHE

Cultural appreciation, respect for traditions, giving constructive feedback to peers

Teacher Guidance

Positioning

Move around the space during exploration, central for demonstrations, edge for group performances

Observation Focus

Creative use of spatial elements, cultural sensitivity, peer interaction quality, individual progress

Intervention Points

When safety is compromised, when cultural respect is lacking, when students struggle with feedback

Demonstration Notes

Always show with full commitment, emphasise cultural respect, make spatial elements visible and clear

Verbal Cues

•'Show me your warrior power!'
•'Let your pathway tell a story'
•'Keep the Haka strength as you travel'
•'What level are you moving at now?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m hall space, clear of obstacles

Surface Check

Clean, non-slip surface suitable for dynamic movement

Equipment Safety

Safety Checks

•Sound system positioned safely away from movement area
•Corner markers stable and visible
•Music volume appropriate for instruction

Risk Management

Key Risks

•Collisions during travelling movements
•Loss of control when travelling backwards
•Overexertion during energetic sequences

Risk Mitigation

•Clear spatial boundaries established
•Progressive skill building from simple to complex
•Emphasis on controlled movement throughout
•Regular safety reminders during backwards travelling

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Move between students during exploration phases
•Monitor fatigue levels during repetitive practice

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other students are safe