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Lesson 2 - Travelling Movements and Pathways

Historical Storytelling Through Movement and Choreography

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Year 5

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Dance

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Big Question

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

Tunnel Systems

Test volume levels before lesson, ensure clear sound quality

Alternative: Bluetooth speaker, tablet with speakers

Themed Music

2-3 tracks

Pre-select tracks, ensure appropriate length for activities

Alternative: 'American Patrol', 'Dam Busters March', any military-style music with clear beat

Cards

4 sets

Place one option in each corner of the room before lesson

Alternative: Laminated A4 sheets with A, B, C, D options

Gymnastics Mats

6-8

Place around perimeter for cool-down stretches

Alternative: Yoga mats, carpet squares for floor work

Key Vocabulary

Travelling

Moving from one place to another while performing dance actions

Levels

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

Pathway

The route or pattern traced by movement through space

Motif

A short sequence of movements that can be developed and repeated

Sequence

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

Smooth transitions between travelling movements

Clear spatial awareness and use of performance area

Ability to maintain timing with musical accompaniment

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