Lesson 2 - Travelling With Levels
WWII Dance Storytelling
•Year 7
•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 simple actions into dynamic travelling sequences that tell the story of World War 2?
Learning Objectives
- To turn 3-4 actions into a travelling section using changes in level, pathway and direction
- To demonstrate creative use of space and dynamics in movement
- To provide constructive feedback using dance terminology
Key Outcomes
- Students will create a 32-count travelling sequence incorporating motif actions
- Students will demonstrate understanding of levels, pathways and directions
- Students will assess peer performance using structured feedback
Equipment & Resources Required
Position for clear sound throughout room
Alternative: Portable speaker, tablet with good speakers
Cued and ready to play
Alternative: Other upbeat WWII era music
Cued for main activity
Alternative: Other dramatic WWII film music
Prepared with clear multiple choice options
Alternative: Verbal questions, printed sheets
Clearly marked A, B, C, D
Alternative: Cones, chairs, wall corners
Key Vocabulary
Moving through space while performing dance actions
The height at which movement is performed - high, medium, low
The route taken through space - straight, curved, zigzag
The way you face or move - forward, backward, sideways
A short movement phrase that can be repeated and developed
A series of movements performed in order
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of the 4 motif actions (March, Salute, Dambusters, Shooting)
- Awareness of performance space and movement safety
- Experience working with a partner
Current Skills
- Transforming stationary actions into travelling movements
- Using levels, pathways and directions creatively
- Combining actions into extended sequences
Next Steps
- Adding timing and rhythm variations
- Creating group formations and interactions
- Developing performance quality and expression
Milestone Indicators
Key Teaching Points
- Always maintain the character of the original action while travelling
- Use levels, pathways and directions as tools for creative expression
- Travel with purpose and control, not just random movement
- Connect movement choices to historical context and story
- Use specific dance vocabulary when giving and receiving feedback
- Practice sequences multiple times to build confidence and muscle memory
- Perform with full commitment to create authentic dramatic expression
Common Misconceptions
- Thinking travelling means running - correct by emphasising controlled, purposeful movement
- Believing all actions must be performed the same way - encourage creative interpretation
- Assuming feedback must be critical - teach positive, constructive commenting
- Thinking sequences must be complex to be good - emphasise quality over quantity
- Believing dance is only about 'pretty' movements - connect to powerful, dramatic themes
SEN Adaptations
ADHD
- Build in regular position changes, provide clear boundaries, offer leadership roles for high-energy students
dyspraxia
- Break down complex movements into smaller steps, provide extra practice time, offer visual/verbal cues for spatial awareness
autism spectrum
- Provide clear structure and routine, offer quiet observation space if needed, use visual schedule for lesson sections
visual impairment
- Use clear verbal descriptions of spatial elements, provide tactile markers for corners, pair with sighted buddy for spatial guidance
hearing impairment
- Use visual demonstrations prominently, provide written instructions for complex tasks, use hand signals for timing
physical disability
- Adapt travelling to available mobility, focus on upper body actions if needed, provide seated versions of movements
Cross-Curricular Links
English
Vocabulary development, descriptive language, poetry writing for homework
Maths
Counting to 32, understanding timing and rhythm, spatial concepts and pathways
History
World War 2 knowledge, understanding of historical events and their impact
Music
Understanding rhythm, timing, musical structure and phrasing
PSHE
Giving constructive feedback, building confidence, working cooperatively with others
Teacher Guidance
Positioning
Move around room perimeter for clear view of all students, position centrally for demonstrations
Observation Focus
Watch for spatial awareness, creative use of elements, quality of peer interaction
Intervention Points
Step in if students struggling with spatial concepts, unsafe movement, or negative peer feedback
Demonstration Notes
Always demonstrate with full commitment and clarity, exaggerate key elements for visibility, use students as positive examples frequently
Verbal Cues
- •'Show me clear levels!'
- •'I can see your pathway!'
- •'Keep the action strong while travelling!'
- •'Use your dance words!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium, minimum 15m x 20m for travelling sequences
Surface Check
Clean, non-slip dance surface free from obstacles
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement area
- •Corner markers secured and visible
- •Cables safely positioned
Risk Management
Key Risks
- •Collisions during travelling sections
- •Falls during level changes
- •Overexertion during vigourous movement
Risk Mitigation
- •Clear spatial boundaries established
- •Controlled movement speeds emphasised
- •Progressive skill building from stationary to travelling
- •Regular safety reminders during activity
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during travelling
- •Monitor spacing during partner work
- •Ensure adequate rest between high-energy sections
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, inform senior staff if necessary