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Lesson 1 - British Values Dance Motif Development

Expressing British Values Through Creative Dance and Choreography

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Year 6

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Dance

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Big Question

How can we use movement and dance to express the values that make Britain a democratic and inclusive society?

Learning Objectives

To identify and understand all five British Values through creative movement
To develop imaginative dance actions that represent different British Values
To create and perform a 48-64 count motif demonstrating agility, balance, coordination and precision

Key Outcomes

Students will demonstrate understanding of British Values through creative movement
Students will work collaboratively to create a structured dance motif
Students will perform with timing, unison and precision

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout hall

Alternative: Bluetooth speaker, tablet with speaker

Cards

4 sets

Place one set in each corner of room

Alternative: Printed sheets, laminated cards

Sun Markers

1 set

Positioned where all students can see clearly

Alternative: Flipchart paper, digital display

Cones

Mark four corners and boundary areas

Alternative: Spots, hoops, rope

Music Player

Land of Hope and Glory, James Bond Theme ready to play

Alternative: CD, streaming service

Key Vocabulary

Motif

A short sequence of movements that can be repeated and developed in dance

Democracy

A system where people vote to choose their leaders and make decisions

The Rule of Law

Everyone follows the same rules and laws, no matter who they are

Mutual Respect

Treating others with kindness and understanding their differences

Individual Liberty

The freedom to make your own choices within the law

Tolerance

Accepting and respecting people who are different from you

Unison

Performing movements at exactly the same time

Choreography

The art of creating and arranging dance movements

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic dance movements and travelling actions
Understanding of rhythm and timing in music
Experience working in pairs and small groups

Current Skills

Creating motifs based on themes and ideas
Demonstrating agility, balance, coordination and precision
Working collaboratively to develop choreography

Next Steps

Developing more complex dance narratives
Creating longer choreographed sequences
Understanding different dance styles and cultural contexts

Milestone Indicators

Students can translate abstract concepts into physical movement

Students demonstrate improved timing and unison

Students show creativity and originality in their choreography

Key Teaching Points

Ensure respectful and age-appropriate discussion of British Values throughout
Emphasise the connection between movement and meaning in dance
Maintain high expectations for both creative expression and respectful behaviour
Use the motif structure to teach timing, coordination and precision
Create an inclusive environment where all cultural backgrounds are valued
Link physical skills (agility, balance, coordination) to artistic expression
Build confidence through positive feedback and supportive peer relationships

Common Misconceptions

British Values only apply to people born in Britain - clarify these are values for everyone living in British society
Democracy means everyone always gets their way - explain compromise and majority decisions
Dance is only for certain types of people - emphasise that dance is a universal form of expression
Individual Liberty means you can do whatever you want - explain the importance of laws and respect for others
Tolerance means accepting behaviour that harms others - clarify the boundaries of tolerance within the law

SEN Adaptations

ADHD

Include regular movement breaks, use clear boundaries, provide immediate positive feedback

dyspraxia

Break movements into smaller steps, allow extra practice time, provide additional support with coordination

autism spectrum

Provide clear structure and routine, use visual schedule, offer quiet space if overwhelmed

visual impairment

Use clear verbal descriptions of movements, provide physical guidance when appropriate, ensure good lighting

hearing impairment

Use visual demonstrations, hand signals for counting, written instructions on board

physical disability

Modify movements for seated or limited mobility, focus on upper body expression, adapt spacing

Cross-Curricular Links

English

Vocabulary development, expressing ideas through movement, discussion and reflection skills

History

British cultural heritage, development of democratic institutions and values

Music

Rhythm, timing, and using music to support creative expression

PSHE

Mutual respect, tolerance, individual liberty, and understanding diverse communities

Teacher Guidance

Positioning

Move around the space to observe all students, position centrally during whole-class instruction

Observation Focus

Watch for understanding of concepts, quality of movement, cooperation and inclusive behaviour

Intervention Points

Step in if movements become unsafe, if students are excluded, or if understanding is unclear

Demonstration Notes

Model all movements clearly, show enthusiasm for British Values, demonstrate inclusive leadership

Verbal Cues

•'Remember our British Values!'
•'Show me proud, confident movements!'
•'Stay in time with the music!'
•'Work together as one team!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m hall space, clear of obstacles and with non-slip surface

Surface Check

Dry, even surface suitable for dance movement, check for any hazards or debris

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•All electrical equipment PAT tested and cables secured
•Quiz cards and markers stored safely when not in use

Risk Management

Key Risks

•Collisions between students during travelling movements
•Falls during balancing or jumping movements
•Overexertion during energetic sequences

Risk Mitigation

•Clear movement boundaries established and maintained
•Adequate spacing between students at all times
•Progressive warm-up and appropriate cool-down
•Movements kept within students' ability levels

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor energy levels and provide rest breaks if needed
•Ensure inclusive, supportive atmosphere maintained

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact office if medical attention required