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Lesson 2 - Spatial Awareness Sequences

British Values in Creative Dance

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Year 7

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Dance

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1h 13min

Big Question

How can we transform simple movements into dynamic travelling sequences that express British values through creative use of space?

Learning Objectives

To develop 3-4 actions into flowing travelling sequences
To demonstrate creative use of levels, pathways and directions
To create a 32-count individual travelling section that connects to previous motif work

Key Outcomes

Students will create their own 32-count travelling sequence incorporating spatial elements
Students will demonstrate understanding of how movement can express values through space
Students will provide constructive peer feedback using the 2 stars and a wish structure

Equipment & Resources Required

Tunnel Systems

1 set

Position centrally for clear audio throughout space

Alternative: Portable bluetooth speaker, tablet with amplification

Music Tracks

1 track

Cued ready for corners warm-up activity

Alternative: Other patriotic music with clear 4/4 beat

James Bond Theme

1 track

Ready for final performance section

Alternative: Other dramatic instrumental music suitable for dance

Quiz Questions

10-15 questions

Prepared on cards or tablet for quick reference

Alternative: Create own questions relevant to current affairs

Cones

4 sets (A, B, C, D)

One in each corner of the space, clearly visible

Alternative: Coloured cones, laminated letters, floor tape

Key Vocabulary

Travelling

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

Levels

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

Pathways

The route taken through space - straight, curved, zigzag or angular

Directions

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

Individual choreography

Creating your own sequence of movements that flows together

Motif

A short movement phrase that can be developed and varied

Skill Progression Pathway

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

Prior Learning

Understanding of basic British Values concepts
Experience creating simple motifs representing each value
Basic movement vocabulary and body awareness

Current Skills

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

Next Steps

Group choreography incorporating individual sections
Performance skills and audience awareness
Evaluation and refinement of creative work

Milestone Indicators

Clear distinction between high, medium and low levels

Smooth transitions between movements

Confident use of different pathways

Ability to maintain character whilst travelling

Key Teaching Points

Maintain the character and meaning of British Values actions when developing travelling versions
Use specific spatial vocabulary - high/medium/low levels, straight/curved/zigzag pathways, forward/backward/sideways directions
Emphasise smooth transitions between actions to create flowing 32-count sequences
Encourage creative problem-solving rather than copying obvious solutions
Focus on quality of movement and spatial awareness over speed or complexity
Build confidence through positive peer feedback using 2 stars and a wish structure
Connect movement to music character while maintaining technical focus

Common Misconceptions

Misconception: Travelling just means walking while doing the action. Correction: Travelling involves creative use of levels, directions and pathways, not just walking
Misconception: Higher levels are always better. Correction: Effective spatial work uses varied levels appropriately for the movement character
Misconception: Pathways are only about where you go. Correction: Pathways also include how you trace patterns with your body parts in space
Misconception: All actions must travel the same way. Correction: Different British Values actions may require different spatial solutions
Misconception: Feedback should focus on what's wrong. Correction: Use 2 stars and a wish to emphasise strengths before suggesting improvements
Misconception: 32 counts is too long to remember. Correction: Break into manageable 8-count sections and practice building up gradually

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries for movement, regular refocusing activities, kinesthetic learning emphasis

dyspraxia

Extra practice time for sequence development, simplified spatial concepts, peer buddy support, focus on effort over precision

autism spectrum

Clear structure and routine, visual schedule of lesson phases, quiet space available if needed, predictable peer pairing

emotional needs

Safe space for non-participation if needed, choice in performance sharing, positive reinforcement emphasis, stress-free creative environment

visual impairment

Clear verbal descriptions of spatial concepts, physical guidance for pathway creation, buddy system for movement support, use of contrasting markers for corners

hearing impairment

Visual demonstrations of all movements, written instructions on board, hand signals for counting, vibrating speaker for music rhythm

physical disability

Adapted movements using available range of motion, seated versions of travelling sequences, focus on upper body spatial work, modified level changes

learning difficulties

Simplified vocabulary, visual supports for concepts, reduced sequence length options, additional teacher support

Cross-Curricular Links

English

Vocabulary development, descriptive language for movement, peer assessment communication skills

Maths

Counting in groups of 4 and 8, spatial geometry concepts, pattern recognition, symmetry in movement

Citizenship

Democratic processes, rule of law in society, individual rights and responsibilities, tolerance and respect in communities

History

Understanding British Values in historical context, how values have evolved over time, significance of British cultural identity

Music

Recognising musical structure and phrasing, responding to different musical genres, understanding rhythm and counting

PSHE

Self-confidence, peer support, constructive feedback, resilience in creative tasks, respect for diversity

Teacher Guidance

Positioning

Central position during instructions, circulating during individual work, corner position during performances for full room view

Observation Focus

Quality of spatial awareness, creative interpretation of British Values, peer interaction quality, individual progress from previous lesson

Intervention Points

Step in if students struggling with spatial concepts, unsafe movement patterns, negative peer feedback, or loss of connection to British Values theme

Demonstration Notes

Use clear, exaggerated movements to show spatial concepts, demonstrate both correct and improved versions, involve students in demonstration when appropriate

Verbal Cues

•'Show me your levels!'
•'Create a clear pathway!'
•'Keep the character of your British Value!'
•'Flow from one action to the next!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 12m x 12m clear floor space, suitable for 30 students moving simultaneously

Surface Check

Clean, dry, non-slip floor surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Sound system positioned safely away from movement area
•Corner markers secure and at ground level to avoid trip hazards
•Music volume appropriate for instruction and safety

Risk Management

Key Risks

•Collisions during travelling sequences
•Falls during level changes or directional changes
•Overexertion during continuous movement
•Injury from inappropriate spatial awareness

Risk Mitigation

•Clear boundaries established for movement area
•Adequate spacing maintained between students during individual work
•Progressive building from stationary to travelling movements
•Regular reminders about spatial awareness and consideration for others
•Controlled warm-up and cool-down phases

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students during movement phases
•Circulate during individual work to monitor safety and provide support
•Special attention during level changes and directional work
•Monitor for signs of fatigue or overexertion

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact emergency services if required