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Lesson 4 - Chance Choreography and British Values

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 chance and collaboration to create meaningful dance that represents British values?

Learning Objectives

To work effectively in small groups using chance choreography
To include changes in formation, dynamics, canon, unison, direction and level
To create a 32-64 count group dance sequence representing British values

Key Outcomes

Students will create a structured group dance using chance choreography methods
Students will demonstrate understanding of British values through movement
Students will show effective collaboration and communication skills

Equipment & Resources Required

Tunnel Systems

Position for clear audio throughout space

Alternative: Portable speaker with phone/tablet connection

Dice

1 per group (6-8 total)

Ensure each group has easy access

Alternative: Number cards 1-6, online dice app

Pencils

1 set per group

Distributed around room perimeter

Alternative: Clipboards, tablets for recording

Sun Markers

Visible to all students for word display

Alternative: Flip chart, digital display

Uptown Funk Music Track

Cued and ready to play

Alternative: Any upbeat, structured music with clear beat

James Bond Theme Music

Prepared for main choreography section

Alternative: Any dramatic, orchestral music with strong rhythm

Key Vocabulary

Chance Choreography

A method of creating dance sequences using random selection (like dice) to determine movements

Canon

When dancers perform the same movement but start at different times, creating a ripple effect

Unison

When all dancers perform the same movement at exactly the same time

Formation

The arrangement or pattern of dancers in the performance space

Dynamics

The energy, force and flow of movement - fast, slow, sharp, smooth

British Values

Core values including democracy, rule of law, individual liberty, mutual respect and tolerance

Skill Progression Pathway

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

Prior Learning

Basic dance movements and positions
Understanding of simple formations
Ability to work in pairs and small groups

Current Skills

Chance choreography techniques
Complex group formations and dynamics
Canon and unison movement patterns

Next Steps

Extended choreographic compositions
Student-led choreography creation
Performance and evaluation skills

Milestone Indicators

Consistent use of all six choreographic elements

Smooth transitions between movements

Clear representation of British values through dance

Key Teaching Points

Emphasise connection between movement and meaning throughout the lesson
Support group dynamics while allowing creative independence
Use chance choreography as a tool for creative breakthrough, not limitation
Celebrate different interpretations of the same value through movement
Maintain focus on collaboration and inclusion in all activities
Connect physical activity to deeper learning about British values
Encourage risk-taking in creative choices while maintaining physical safety

Common Misconceptions

Chance choreography limits creativity - explain it opens new possibilities
British values are abstract concepts - show how they translate to physical expression
Group work means everyone does the same thing - emphasise individual contributions
Dance must be perfect to be valuable - focus on process and learning
Canon and unison are just timing - explain their expressive potential

SEN Adaptations

ADHD

Regular movement breaks, clear time boundaries, leadership roles to maintain engagement

dyspraxia

Break down movements into smaller steps, extra practice time, buddy support for sequences

autism spectrum

Clear structure with visual schedule, predictable group membership, quiet reflection space available

visual impairment

Clear verbal descriptions of movements, tactile guidance for formations, strong audio cues for timing

hearing impairment

Visual demonstration priority, written instruction cards, clear visual signals for stopping and starting

physical disability

Seated or adapted movement versions, focus on upper body or achievable movements, inclusive formation roles

Cross-Curricular Links

English

Vocabulary development around choreographic terms and values concepts

Maths

Probability through dice rolls, counting beats and sequences, spatial awareness

History

Understanding historical development of democratic values and rule of law

Music

Rhythm, tempo, and timing in relation to choreographed sequences

PSHE

Collaboration, respect for others, individual expression within group contexts

Teacher Guidance

Positioning

Circulate actively during group work, position centrally for demonstrations and instruction

Observation Focus

Group collaboration, creative problem-solving, inclusion of all members, safe movement choices

Intervention Points

Step in if groups struggle with creative process, ensure all students participate, guide if movement choices become unsafe

Demonstration Notes

Use selected students for examples, break down complex movements into steps, maintain enthusiasm throughout

Verbal Cues

•'Count your movements to help with timing'
•'Include everyone in your formation changes'
•'Remember your British value - how does this movement show that?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 10m x 12m clear space, suitable for group work and performances

Surface Check

Clean, dry floor free from obstacles and slip hazards

Equipment Safety

Safety Checks

•Ensure dice are large enough to prevent choking hazard
•Music system positioned safely away from dance area
•Paper and pencils stored appropriately during movement

Risk Management

Key Risks

•Collisions between groups during energetic movement
•Slips from overenthusiastic movement
•Injury from inappropriate physical contact

Risk Mitigation

•Clear boundaries established for each group's space
•Emphasis on controlled movement throughout
•No lifting or partnering movements included
•Teacher circulation for constant supervision

Supervision & Emergency Procedures

Supervision Points

•Position for view of all groups during independent work
•Monitor energy levels and adjust as needed
•Watch for effective group dynamics and intervene if needed

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid support, contact office if required