Lesson 2 - Creative Travelling Movements
Cultural Expression and Choreographic Creativity Through the Haka
ā¢Year 6
ā¢Dance
ā¢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 movements into dynamic travelling sequences that tell a story?
Learning Objectives
- To develop a 20-second travelling section using different levels, pathways and directions
- To creatively adapt static Haka actions into travelling movements
- To demonstrate understanding of spatial awareness and dynamic movement quality
Key Outcomes
- Students will create a personal travelling sequence combining 3-4 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
Position for clear audio throughout space
Alternative: Portable speaker, laptop with speakers
Cued to specific time markers for different sections
Alternative: Other traditional Haka recordings
Ready for corners warm-up activity
Alternative: Upbeat music with clear stops and starts
Placed in four corners of room for character stations
Alternative: Spot markers, visual signs
Key Vocabulary
Moving through space from one location to another while performing actions
The height at which movements are performed - high, medium, low
The route taken through space - straight, curved, zigzag, circular
The way you face or move - forwards, backwards, sideways, diagonally
Traditional MÄori war dance involving vigourous movements and chanting
A short sequence of movements that can be developed and repeated
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of Haka movements and cultural significance
- Experience with static dance positions and gestures
- Awareness of personal and general space
Current Skills
- Converting static actions into travelling movements
- Using levels, pathways and directions creatively
- Creating individual movement sequences
Next Steps
- Partner work and synchronisation
- Complex choreographic structures
- Performance quality and expression
Milestone Indicators
Key Teaching Points
- Maintain respect for MÄori culture throughout all activities
- Emphasise quality over quantity in movement exploration
- Connect static and travelling movements through smooth transitions
- Use specific technical vocabulary consistently
- Encourage creative interpretation within cultural boundaries
- Build performance confidence through supportive peer feedback
- Focus on individual progress rather than comparison
Common Misconceptions
- Thinking travelling movements must be fast - emphasise control and purpose
- Believing all actions must look identical - encourage personal interpretation within boundaries
- Assuming louder or bigger movements are better - focus on quality and meaning
- Thinking Haka is just about aggression - teach about respect, tradition and storytelling
SEN Adaptations
ADHD
- Frequent movement breaks built in, clear time boundaries, fidget tools available during discussion
dyspraxia
- Extra practice time, simplified sequences, step-by-step demonstration with repetition
autism spectrum
- Clear structure and routine, visual sequence cards, quiet space available if needed
visual impairment
- Tactile guidance for space awareness, verbal description of demonstrations, partner support for spatial navigation
hearing impairment
- Visual cues for music timing, written instruction cards, demonstration-based learning
physical disability
- Adapted travelling using available mobility, upper body focus for action adaptation, seated versions where appropriate
Cross-Curricular Links
English
Developing vocabulary for movement description and peer feedback
Geography
Exploring New Zealand culture and traditional practices
History
Learning about MÄori culture and the historical significance of Haka
Music
Understanding rhythm, timing and how movement responds to musical structure
PSHE
Cultural respect, peer support and constructive feedback skills
Teacher Guidance
Positioning
Move around periphery during exploration, centre for demonstrations and discussions
Observation Focus
Look for creative problem-solving, safe movement choices, and cultural respect
Intervention Points
Support students struggling with transitions, guide unsafe movement, encourage risk-averse students
Demonstration Notes
Model with full commitment to demonstrate respect for Haka culture and inspire confidence
Verbal Cues
- ā¢'Strong warrior energy!'
- ā¢'Show me that pathway clearly!'
- ā¢'Smooth transitions!'
- ā¢'Respect the tradition!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large clear space minimum 10m x 10m for individual work and group performances
Surface Check
Non-slip floor suitable for dynamic movement and level changes
Equipment Safety
Safety Checks
- ā¢Music equipment positioned safely away from movement area
- ā¢Corner markers secure and low-profile to avoid tripping
- ā¢Volume levels appropriate for instruction
Risk Management
Key Risks
- ā¢Collisions during travelling movements
- ā¢Falls during level changes
- ā¢Overexertion during dynamic sequences
Risk Mitigation
- ā¢Clear individual work spaces established
- ā¢Progressive warm-up targeting major muscle groups
- ā¢Emphasis on controlled movement throughout
- ā¢Adequate rest between practice sessions
Supervision & Emergency Procedures
Supervision Points
- ā¢Position for clear view of all students during travelling
- ā¢Monitor space use during exploration phases
- ā¢Ensure respectful performance/audience behaviour
Emergency Procedures
Clear pathways to exits maintained, first aid kit accessible, emergency contact information available