Lesson 2 - British Values Travelling Movements
Expressing British Values Through Creative Dance and Choreography
•Year 5
•Dance
•Start Planning Better PE Lessons
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How can we transform our British Values actions into creative travelling movements that tell a story through dance?
Learning Objectives
- To develop a 32-count individual travelling section using British Values motif
- To creatively change static actions into travelling movements
- To demonstrate different levels, pathways and directions when travelling
Key Outcomes
- Students will combine 3-4 British Values actions into a flowing travelling sequence
- Students will show clear use of levels, pathways and directions in their movement
- Students will provide constructive feedback using dance-specific terminology
Equipment & Resources Required
Position for clear sound throughout hall
Alternative: iPad with portable speaker, laptop
Place one quiz answer option in each corner of room
Alternative: A3 paper with clear lettering, laminated cards
Mark clear boundaries for corner warm-up activity
Alternative: Spots, hoops as corner markers
Key Vocabulary
Moving through space using various locomotor actions like walking, running, skipping, sliding
The height at which movement takes place - high (jumping, reaching up), medium (standing), low (crouching, floor work)
The design traced in space by a dancer's movement - straight, curved, zigzag, spiral
Where the body faces or moves - forward, backward, sideways, diagonal
A short movement phrase that captures the essence of an idea and can be developed
Core principles of British society: Democracy, Rule of Law, Individual Liberty, Mutual Respect, Tolerance
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Created static motif representing five British Values
- Understanding of Democracy, Rule of Law, Individual Liberty, Mutual Respect, Tolerance
- Basic body actions and gesture vocabulary
Current Skills
- Transforming static actions into travelling movements
- Using levels, pathways and directions creatively
- Combining multiple movement phrases into sequences
Next Steps
- Adding partner work and group formations
- Incorporating props or costume elements
- Creating complete dance performances with beginning, middle, end
Milestone Indicators
Key Teaching Points
- Always maintain the character and essence of each British Value when transforming to travelling movements
- Encourage bold, creative use of levels, pathways and directions rather than timid spatial choices
- Use specific dance vocabulary when giving feedback to develop technical language skills
- Connect movement qualities directly to British Values concepts to reinforce citizenship learning
- Build sequences gradually - motif first, then travelling section, then combination for success
- Celebrate individual creativity while maintaining focus on learning objectives
- Use music strategically to enhance performance quality and cultural connections
Common Misconceptions
- Thinking travelling just means walking while doing the action - emphasise variety in locomotor movements
- Confusing pathways with directions - pathways are designs traced in space, directions are where you face/move
- Believing all movements must be large and dramatic - subtle spatial changes can be very effective
- Assuming British Values actions must be completely different - they can share qualities while maintaining unique characteristics
- Thinking feedback should only point out mistakes - celebrate strengths and suggest improvements equally
SEN Adaptations
ADHD
- Frequent movement opportunities, clear short instructions, regular positive reinforcement and celebration
dyspraxia
- Additional practice time for sequence building, simpler movement patterns, extra support for spatial awareness
autism spectrum
- Clear structure with predictable routine, visual schedule of lesson sections, quiet spaces available if needed
visual impairment
- Clear verbal descriptions of spatial concepts, tactile boundaries for performance areas, partner support for navigation
hearing impairment
- Visual demonstrations of all instructions, sign language support if available, visual cues for music timing
physical disability
- Adapted travelling movements suitable for mobility aids, seated versions of actions, focus on upper body or achievable movements
Cross-Curricular Links
English
Vocabulary development through dance terminology, narrative structure in sequence creation, peer communication skills
History
British Values as historical and contemporary concepts, development of democratic institutions and rule of law
Music
Responding to different musical styles, phrasing and rhythm in movement, British composers and patriotic music
PSHE
Mutual respect and tolerance in action, individual liberty and personal responsibility, working cooperatively
Teacher Guidance
Positioning
Central location with clear sightlines to all students during experimentation, move among students during individual work
Observation Focus
Watch for creative transformation of actions, effective spatial use, quality of peer interactions and feedback
Intervention Points
Support students struggling with spatial concepts, guide partner feedback conversations, celebrate excellent examples
Demonstration Notes
Always demonstrate with full commitment to show quality expected, use own body to illustrate spatial concepts clearly, model excellent feedback language
Verbal Cues
- •'Make your Democracy travel with purpose!'
- •'Show me three different levels in your sequence!'
- •'Let your pathway tell a story!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall minimum 15m x 10m for travelling movements and group performances, clear of obstacles
Surface Check
Non-slip surface essential for safe travelling movements, dry and even throughout space
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement area
- •Corner markers secure and not creating trip hazards
- •No trailing wires from audio equipment
Risk Management
Key Risks
- •Collisions during travelling movements
- •Falls from level changes or dynamic movements
- •Overexertion during continuous travelling sequences
Risk Mitigation
- •Clear spatial boundaries established before travelling begins
- •Emphasis on spatial awareness and consideration for others
- •Progressive building from simple to complex travelling movements
- •Regular hydration breaks during active sequences
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all areas during travelling experimentation
- •Monitor energy levels during continuous sequence work
- •Watch for safe spacing during partner feedback sessions
Emergency Procedures
Stop signal established, first aid kit accessible, clear evacuation routes maintained