Lesson 2 - Creative Travelling Movements with British Values Theme
Expressing British Values Through Creative Dance and Choreography
•Year 6
•Dance
•Start Planning Better PE Lessons
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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
Position for clear audio throughout dance space
Alternative: Portable speaker, tablet with speakers
Place in four corners of room before lesson
Alternative: A3 paper with multiple choice answers A, B, C, D
Available for reference during exploration phase
Alternative: Written list on whiteboard
2 stars and a wish format prepared
Alternative: Verbal feedback only
Key Vocabulary
Moving from one place to another while maintaining the character of the movement
The height at which movement is performed - high, medium, low
The pattern or route the body takes through space
The orientation of movement - forward, backward, sideways, diagonal
A short movement phrase that represents a theme or idea
A movement sequence that lasts for 32 beats of music
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
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