Year 1 - Physical education
Travelling and stopping: journey by bus or train
Dance: my moves, my journeys
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Study Guides
This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
A narrative approach consolidates core learning of Action-Space-Dynamics-Relationships and introduces elements to expand dance knowledge. Pupils combine making artistic decisions by responding to creative tasks. When performing, pupils reflect, analyse and share ideas using simple terminology.
Lesson Summary
You will learn to use your imagination to create actions that demonstrate the journeys of a bus or train.
Key Notes
- Move: travelling requires coordination, balance and stamina.
- Move: stillness requires balance and control.
- Think: using imagination means we can represent non-human forms.
- Feel: self-belief allows us to make good decisions.
- Connect: empathy enables us to consider the needs of our partner.
Vocabulary To Learn
- travelling: moving from one place to another
- stillness: stopping or pausing so there is no movement
- following: moving in the same direction or copying
Common Mistakes To Avoid
- Representing the journey of a train or bus must include mimed actions such as pretending to turn a steering wheel.
3 Quick Questions (With Answers)
1. Explain the lesson in two key points.
Move: travelling requires coordination, balance and stamina. Move: stillness requires balance and control.
2. What does this key word mean in this lesson? 'travelling'
moving from one place to another.
3. Correct this common mistake.
Mistake: Representing the journey of a train or bus must include mimed actions such as pretending to turn a steering wheel. Correction: Whilst pupils may wish to include such gestures, our focus is on the journey rather than the mode of transport so there is not a requirement to include the use of mime.
More Lessons In This Unit
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