Lesson 4 - Chance Choreography with British Values
Expressing British Values Through Creative Dance and Choreography
•Year 5
•Dance
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How can we use chance and creativity to express British Values through collaborative dance?
Learning Objectives
- To work effectively in small groups using collaborative skills
- To use chance choreography techniques to create original movement sequences
- To incorporate formation changes, dynamics, canon, unison, direction and level into group choreography
Key Outcomes
- Students will create a 32-64 count dance sequence using chance choreography methods
- Students will demonstrate effective group work and communication skills
- Students will express understanding of British Values through creative movement
Equipment & Resources Required
Test audio levels before lesson, have backup device ready
Alternative: Tablet with portable speaker, interactive whiteboard audio
Check all dice are complete before distributing
Alternative: Number cards 1-6, digital dice app on tablets
Pre-prepare paper with numbers 1-6 for quick reference
Alternative: Small whiteboards, tablets for digital recording
Pre-write British Values themes before lesson starts
Alternative: Large paper sheets, interactive whiteboard
Cue tracks to start points, adjust volume for space size
Alternative: Any upbeat music for warm-up, dramatic music for choreography
Key Vocabulary
Creating dance movements by using random methods like dice rolls to determine sequences
The spatial arrangement of dancers in relationship to each other
When dancers perform the same movement but start at different times, like a round in music
When all dancers perform the same movement at exactly the same time
How energy and force are used in movement - sharp, smooth, strong, gentle
The fundamental principles that underpin life in Britain: 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
- Understanding of basic dance formations and levels
- Knowledge of simple choreographic elements
- Experience working in small groups for creative tasks
Current Skills
- Chance choreography techniques using dice and random selection
- Creating movements that represent abstract concepts (British Values)
- Combining formation, dynamics, canon, unison, direction and level
Next Steps
- Developing more complex multi-part choreography
- Leading and teaching choreography to other groups
- Creating performance-ready pieces with costume and staging
Milestone Indicators
Key Teaching Points
- Chance choreography removes pressure and creates unexpected creative opportunities
- British Values can be expressed through abstract movement and don't need literal representation
- Formation, dynamics, canon, unison, direction and level are the building blocks of choreography
- Group cooperation is essential for successful choreographic creation
- Random combinations often produce more interesting results than predictable choices
- Performance confidence comes from thorough preparation and group support
- Constructive feedback should focus on specific choreographic elements and creative choices
Common Misconceptions
- Random means messy - clarify that chance choreography is structured randomness
- British Values must be represented literally - encourage abstract and creative interpretation
- All choreographic elements must be used simultaneously - build complexity gradually
- Perfect performance is expected - emphasise creativity and effort over perfection
- Dice results that seem 'wrong' should be changed - trust the chance process
- Feedback should focus on mistakes - teach constructive, strength-based feedback
SEN Adaptations
ADHD
- Shorter chunks of choreographic development, regular movement breaks, clear boundaries and expectations
dyspraxia
- Simplified movement sequences, additional practice time, peer support for complex choreography
autism spectrum
- Clear structure and expectations, visual schedule of lesson phases, quiet space available if needed
visual impairment
- Clear verbal descriptions of choreographic elements, tactile guidance for formations, audio cues for timing
hearing impairment
- Visual demonstrations of all concepts, written instructions available, vibrotactile cues for music timing
physical disability
- Modified movements within individual capability, seated or supported versions of actions, adapted formations
Cross-Curricular Links
English
Vocabulary development with choreographic terms, communication and discussion skills, giving and receiving feedback
Art
Creative interpretation and expression, aesthetic understanding, visual composition through formation work
History
Understanding of British democratic development, rule of law concepts, historical context of British Values
PSHE
British Values education, citizenship, cooperation and respect, cultural identity and pride
Teacher Guidance
Positioning
Central position during instruction, active circulation during group work, clear sightlines during performances
Observation Focus
Group cooperation, creative problem-solving, safe movement choices, inclusive participation
Intervention Points
Step in if groups struggle with British Values concepts, unsafe movement choices, or breakdown in cooperation
Demonstration Notes
Demonstrate: Enthusiastic engagement with chance choreography process, respectful interpretation of British Values, effective group cooperation strategies
Verbal Cues
- •'Show me your British Values with pride and confidence!'
- •'Remember to include everyone in your creative choices'
- •'Let chance surprise you with interesting combinations!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall size with clear performance area and safe zones for each group to work
Surface Check
Clean, non-slip surface suitable for dance movement and floor work
Equipment Safety
Safety Checks
- •Check dice are complete and safe (no sharp edges)
- •Ensure pencils are used safely and stored appropriately
- •Verify music equipment is positioned safely away from movement areas
Risk Management
Key Risks
- •Collisions between groups during energetic choreography
- •Overexertion during performance phases
- •Inappropriate movements for age/ability level
Risk Mitigation
- •Clear group boundaries established and maintained
- •Progressive building of choreography from simple to complex
- •Teacher approval of all movements before performance
- •Adequate rest periods built into lesson structure
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all groups during independent work
- •Circulate actively during choreography development phase
- •Monitor energy levels and adjust intensity as needed
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, ensure safe space for all students