Lesson 4 - Chance Choreography and British Values
Expressing British Values Through Creative Dance and Choreography
•Year 6
•Dance
•Start Planning Better PE Lessons
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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
Position for clear audio throughout space
Alternative: Portable speaker with phone/tablet connection
Ensure each group has easy access
Alternative: Number cards 1-6, online dice app
Distributed around room perimeter
Alternative: Clipboards, tablets for recording
Visible to all students for word display
Alternative: Flip chart, digital display
Cued and ready to play
Alternative: Any upbeat, structured music with clear beat
Prepared for main choreography section
Alternative: Any dramatic, orchestral music with strong rhythm
Key Vocabulary
A method of creating dance sequences using random selection (like dice) to determine movements
When dancers perform the same movement but start at different times, creating a ripple effect
When all dancers perform the same movement at exactly the same time
The arrangement or pattern of dancers in the performance space
The energy, force and flow of movement - fast, slow, sharp, smooth
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
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