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Lesson 3 - Mirror Movement and British Values Expression

Expressing British Values Through Creative Dance and Choreography

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Year 6

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Dance

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45 min

Big Question

How can we use dance to communicate important values and work as effective partners?

Learning Objectives

To develop a 16-32 count pairs section using British Values imagery as stimulus
To demonstrate effective communication and teamwork through mirror movement
To incorporate mirror image, level changes, and directional changes in choreography

Key Outcomes

Students will create a collaborative dance sequence expressing British Values
Students will demonstrate precise mirror movement with a partner
Students will combine individual, travel, and pairs sections into a complete performance

Equipment & Resources Required

Cards

1 set per pair (15 different images)

Place images face down for random selection

Alternative: Printed photos, tablets with images, or drawn pictures

Music Player

Pre-load Mission Impossible theme and James Bond theme music

Alternative: Bluetooth speaker, CD player, or tablet with speakers

Markers Cones

20-30

Define clear performance and audience areas

Alternative: Spots, bean bags, or chalk marks

Key Vocabulary

Mirror image

Copying exactly what your partner does, as if you are their reflection in a mirror

Levels

The height at which movements are performed - high, medium, or low

Pathways

The routes or patterns dancers take as they move through space

Stimulus

Something that inspires or prompts creative movement ideas

Choreography

The art of designing and arranging dance movements into a sequence

Reciprocal feedback

Partners or groups giving each other constructive comments about performance

Skill Progression Pathway

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

Prior Learning

Basic travelling movements using different levels and pathways
Understanding of freeze positions and body shapes
Experience working with partners in physical activities

Current Skills

Mirror movement technique and precision
Translating visual stimuli into movement
Collaborative choreography creation
Combining multiple dance elements into sequences

Next Steps

Advanced partnering techniques and lifts
Group choreography with multiple dancers
Performance skills and audience awareness

Milestone Indicators

Demonstrates synchronised mirror movement

Creates meaningful movement from visual stimulus

Shows clear level and direction changes

Performs with confidence and expression

Key Teaching Points

Mirror movement requires eye contact and slow, deliberate actions for accuracy
British Values can be expressed through body language, gestures, and movement quality
Effective collaboration involves listening, building on ideas, and supporting partners
Choreographic structure helps create memorable and repeatable dance sequences
Performance confidence grows through supportive environments and constructive feedback
Level changes and directional variety add visual interest and technical challenge
Cultural expression through dance connects physical activity to broader learning

Common Misconceptions

Mirror movement is the same as copying - clarify that it's reflection, not imitation
Faster movements are better - emphasise control and precision over speed
Only literal movements can represent values - encourage abstract interpretation
Feedback should focus on mistakes - model positive, constructive commentary
Complex choreography is more impressive - value clarity and expression over complexity
Dance is only for certain students - ensure inclusive participation for all abilities

SEN Adaptations

ADHD

Include regular movement breaks, provide clear short-term goals, use energetic music to channel focus

dyspraxia

Simplify movement sequences, provide extra practice time, use verbal counting support, demonstrate multiple times

autism spectrum

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

visual impairment

Use verbal descriptions of picture cards, pair with sighted partner for mirror work, use tactile cues for positioning

hearing impairment

Use visual demonstrations extensively, provide written instructions, use hand signals for counting

physical disability

Adapt movements to seated or supported positions, modify level changes to safe range, provide alternative mirror movements

Cross-Curricular Links

English

Vocabulary development, expressing ideas clearly, descriptive language for feedback

Maths

Counting beats, sequences, symmetry in mirror movements, spatial awareness

Art

Interpreting visual stimuli, creative expression, composition and structure

History

Understanding British heritage and cultural values through movement expression

PSHE

British Values understanding, collaborative skills, respect for others, confidence building

Teacher Guidance

Positioning

Central position during demonstrations, circulating during pair work, side position during performances for clear observation

Observation Focus

Monitor mirror accuracy, creative collaboration, safety during level changes, and quality of peer interactions

Intervention Points

Step in if pairs struggle with creative process, if safety concerns arise, or if feedback becomes unconstructive

Demonstration Notes

Use clear, exaggerated movements for mirror work, demonstrate with confident student for best effect, show transitions slowly and repeat as needed

Verbal Cues

•'Slow and smooth for accurate mirroring'
•'Count together - 1, 2, 3, 4'
•'What value does this movement show?'
•'Include all three levels in your sequence'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 10m x 8m clear space for pairs work and performance areas

Surface Check

Non-slip surface essential for level changes and directional movements

Equipment Safety

Safety Checks

•Volume control on music system to protect hearing
•Picture cards with rounded corners to prevent cuts
•Space markers placed to avoid trip hazards

Risk Management

Key Risks

•Collisions during travelling mirror work
•Falls during level changes
•Overexertion during sequence repetitions
•Emotional stress during performance

Risk Mitigation

•Clear boundaries established for each pair's working space
•Progressive introduction of level changes with teacher demonstration
•Regular breaks during intensive choreography creation
•Positive, supportive environment for all performances

Supervision & Emergency Procedures

Supervision Points

•Position for clear sight lines during mirror work activities
•Circulate during pairs work to monitor safety and progress
•Maintain proximity during performance sections for immediate support

Emergency Procedures

Stop activity immediately, assess any injury, provide appropriate first aid, and adjust activity level if needed