Lesson 2 - Travelling Movements and Pathways
Historical Storytelling Through Movement and Choreography
•Year 5
•Dance
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How can we transform static wartime actions into creative travelling movements that tell a story?
Learning Objectives
- To creatively change static actions into travelling movements
- To demonstrate different levels, pathways and directions when travelling
- To develop a 32-count individual travelling section
Key Outcomes
- Students will transform 3-4 static actions into flowing travelling movements
- Students will create a 32-count individual dance sequence incorporating level, pathway and direction changes
- Students will demonstrate understanding of how movement can convey historical themes
Equipment & Resources Required
Test volume levels before lesson, ensure clear sound quality
Alternative: Bluetooth speaker, tablet with speakers
Pre-select tracks, ensure appropriate length for activities
Alternative: 'American Patrol', 'Dam Busters March', any military-style music with clear beat
Place one option in each corner of the room before lesson
Alternative: Laminated A4 sheets with A, B, C, D options
Place around perimeter for cool-down stretches
Alternative: Yoga mats, carpet squares for floor work
Key Vocabulary
Moving from one place to another while performing dance actions
The height at which movements are performed - high, medium, low
The route or pattern traced by movement through space
A short sequence of movements that can be developed and repeated
A series of movements performed one after another in a set order
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students have created a static World War 2 motif with march, salute, Dambusters and shooting actions
- Students understand basic dance vocabulary and can move to a steady beat
- Students can work safely in a shared dance space
Current Skills
- Transforming static movements into travelling actions
- Using levels, pathways and directions creatively
- Combining movements into longer sequences
- Peer observation and feedback skills
Next Steps
- Adding character and emotion to movement sequences
- Working collaboratively to create group choreography
- Performing confidently to an audience
Milestone Indicators
Key Teaching Points
- Connect all movement transformations to historical context and meaning
- Emphasise quality over quantity - better to perfect fewer actions than rush through many
- Use specific spatial vocabulary consistently throughout the lesson
- Build confidence through positive, specific feedback and peer appreciation
- Maintain the character and precision of military-inspired movements while encouraging creativity
- Ensure smooth transitions between lesson phases to maintain engagement and flow
- Balance individual creativity with collaborative learning opportunities
Common Misconceptions
- Static actions can't be creative - show how even simple actions become expressive when travelling
- All travelling must be fast - demonstrate how controlled, purposeful movement is more effective
- Levels only mean high and low - teach medium level and transitions between all three
- Pathways are just about where you go - emphasise how pathway choice affects meaning and character
- Feedback should focus on mistakes - model how to give constructive, encouraging observations
- Historical movements must be rigid - balance authenticity with creative interpretation
SEN Adaptations
ADHD
- Frequent movement breaks built into lesson, clear boundaries and expectations, use of physical markers for pathways, praise for sustained focus
dyspraxia
- Simpler movement combinations, extra practice time, visual pathway markers on floor, breakdown of complex actions into smaller steps
autism spectrum
- Clear routine structure with visual schedule, quiet space available if needed, advance warning of performance elements, consistent partner pairing
visual impairment
- Clear verbal descriptions of pathways, tactile boundaries using ropes or mats, audio cues for direction changes, buddy system for spatial guidance
hearing impairment
- Visual demonstrations of all movements, written instruction cards, vibration cues for music timing, clear visual signals for stops and starts
physical disability
- Adapted actions using available mobility, chair-based versions of travelling movements, focus on upper body expression, shorter sequences
Cross-Curricular Links
English
Poem writing homework, vocabulary development, descriptive language for movement
Maths
Counting 32-count sequences, understanding of pathways and geometric shapes in movement
Geography
Understanding of terrain and landscape affecting movement, map reading concepts through pathways
History
World War 2 knowledge, understanding of military tactics and operations, life during wartime
PSHE
Collaboration skills, giving constructive feedback, developing resilience and confidence
Teacher Guidance
Positioning
Move around perimeter to observe all students, central position for demonstrations
Observation Focus
Look for creative problem-solving, spatial awareness, smooth transitions, historical understanding
Intervention Points
Support students struggling with spatial concepts, ensure safety during travelling, facilitate positive peer feedback
Demonstration Notes
Use clear, exaggerated movements for visibility; demonstrate both correct technique and common errors; connect all movements to historical context
Verbal Cues
- •'Show me your pathway choice!'
- •'Keep the character of the action!'
- •'Travel with purpose and control!'
- •'Think about your story!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 10m x 12m clear space for individual travelling movements
Surface Check
Clean, dry, non-slip surface suitable for dance movement
Equipment Safety
Safety Checks
- •Check music system volume is appropriate and not overwhelming
- •Ensure corner cards are securely placed and not trip hazards
- •Mats placed safely around perimeter for stretching
Risk Management
Key Risks
- •Collisions during travelling movements
- •Unsafe backward travelling
- •Slips during level changes
- •Overexcitement leading to loss of control
Risk Mitigation
- •Establish clear spatial boundaries and pathways
- •Teach safe backward travelling technique
- •Emphasise controlled movement throughout
- •Regular reminders about spatial awareness
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all travelling movements
- •Pay particular attention during backward travel
- •Monitor energy levels and control during exploration phases
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact school procedures if needed