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Lesson 2 - British Values Travelling Movements

Expressing British Values Through Creative Dance and Choreography

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Year 5

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Dance

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Big Question

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

Music Player

Position for clear sound throughout hall

Alternative: iPad with portable speaker, laptop

Quiz Questions

4 corners

Place one quiz answer option in each corner of room

Alternative: A3 paper with clear lettering, laminated cards

Cones

Mark clear boundaries for corner warm-up activity

Alternative: Spots, hoops as corner markers

Key Vocabulary

Travelling

Moving through space using various locomotor actions like walking, running, skipping, sliding

Levels

The height at which movement takes place - high (jumping, reaching up), medium (standing), low (crouching, floor work)

Pathways

The design traced in space by a dancer's movement - straight, curved, zigzag, spiral

Directions

Where the body faces or moves - forward, backward, sideways, diagonal

Motif

A short movement phrase that captures the essence of an idea and can be developed

British Values

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

Smooth transitions between different British Values actions

Clear spatial awareness and intentional pathway choices

Ability to maintain character of each British Value while travelling

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