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Lesson 2 - Creative Travelling Movements with British Values Theme

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 creatively transform static actions into dynamic travelling movements that express British values?

Learning Objectives

To develop a 32-count individual travelling section incorporating British Values motifs
To demonstrate creative use of different levels, pathways and directions whilst travelling
To translate theme-related actions into expressive movement sequences

Key Outcomes

Students will create a flowing 32-count travelling sequence
Students will show clear changes in level, direction and pathway
Students will combine their travelling section with last week's static motif

Equipment & Resources Required

Tunnel Systems

Position for clear audio throughout dance space

Alternative: Portable speaker, tablet with speakers

Quiz Questions

4 sets

Place in four corners of room before lesson

Alternative: A3 paper with multiple choice answers A, B, C, D

Cards

5 sets (Democracy, Rule of Law, Mutual Respect, Individual Liberty, Tolerance)

Available for reference during exploration phase

Alternative: Written list on whiteboard

Score Sheets

1 per student

2 stars and a wish format prepared

Alternative: Verbal feedback only

Key Vocabulary

Travelling

Moving from one place to another while maintaining the character of the movement

Levels

The height at which movement is performed - high, medium, low

Pathway

The pattern or route the body takes through space

Directions

The orientation of movement - forward, backward, sideways, diagonal

Motif

A short movement phrase that represents a theme or idea

32-count

A movement sequence that lasts for 32 beats of music

Transition

The connecting movement between two different actions or phrases

Skill Progression Pathway

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

Prior Learning

Understanding of basic British Values concepts
Ability to create static motifs representing themes
Basic understanding of levels in dance

Current Skills

Transforming static actions into travelling movements
Creative use of levels, pathways and directions
Combining movement phrases into longer sequences

Next Steps

Creating group choreography incorporating individual sections
Performance skills and stage presence
Complex spatial patterns and formations

Milestone Indicators

Smooth transitions between static and travelling movements

Clear demonstration of spatial awareness

Confident performance of extended sequences

Key Teaching Points

Connect all travelling movements back to British Values themes for meaningful learning
Emphasise that creativity is more important than technical perfection at this stage
Use students' own examples for demonstrations to build confidence and ownership
Support smooth transitions between static and travelling work as this is a key skill
Encourage risk-taking in creative exploration while maintaining physical safety
Model positive feedback language to develop students' peer assessment skills

Common Misconceptions

That travelling movements must be large and energetic - show that small, controlled travelling can be equally effective
That there's only one correct way to represent each British Value - celebrate diverse interpretations
That 32 counts must be exactly timed - focus on approximate timing and musical phrasing
That feedback must find problems - teach that celebrating strengths is equally valuable
That dance movements must look 'pretty' - emphasise expression and meaning over aesthetics

SEN Adaptations

ADHD

Regular movement breaks built in, clear boundaries for exploration, frequent positive reinforcement

dyspraxia

Extra practice time for sequences, simpler movements if needed, step-by-step breakdown of complex actions

autism spectrum

Clear structure with predictable transitions, visual schedule of lesson stages, quiet space available if needed

visual impairment

Clear verbal descriptions of spatial concepts, partner support for demonstrations, tactile reference points for pathways

hearing impairment

Visual cues for music and rhythm, written instructions available, clear visual demonstrations of all concepts

physical disability

Adapted travelling movements using available mobility, seated versions of actions, focus on upper body or accessible movements

Cross-Curricular Links

English

Vocabulary development, feedback and communication skills, performance and audience skills

Maths

Counting in 32s, pattern recognition in sequences, spatial geometry through pathways

History

British Values understanding, development of democratic ideals, rule of law in historical context

PSHE

Self-confidence through performance, peer relationships, respect for diversity

Teacher Guidance

Positioning

Move around room during exploration to support all students, central position for demonstrations

Observation Focus

Creative interpretation of themes, technical use of space, positive peer interactions

Intervention Points

Support students struggling with sequencing, guide feedback quality, ensure safe spatial use

Demonstration Notes

Use students' own movements as examples where possible, demonstrate spatial concepts clearly, model positive feedback language

Verbal Cues

•'Show me that Democracy action travelling!'
•'Change your level as you move!'
•'Find a curved pathway!'
•'Connect smoothly to your next action!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, suitable for travelling movements

Surface Check

Non-slip surface, free from obstacles, appropriate for dance activity

Equipment Safety

Safety Checks

•Corner signs securely positioned and visible
•Music equipment positioned safely out of movement area
•No trailing wires in movement space

Risk Management

Key Risks

•Collisions during travelling movements
•Falls during level changes
•Overexertion during creative exploration

Risk Mitigation

•Clear spatial boundaries established
•Appropriate warm-up including travelling practice
•Controlled group sizes during exploration
•Emergency stop signal established and practiced

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during travelling
•Monitor energy levels during creative work
•Ensure appropriate partner pairings for feedback work

Emergency Procedures

Stop signal, assess situation, appropriate first aid if needed, clear reporting procedures