Lesson 2 - Spatial Awareness Sequences
British Values in Creative Dance
•Year 7
•Dance
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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
Position centrally for clear audio throughout space
Alternative: Portable bluetooth speaker, tablet with amplification
Cued ready for corners warm-up activity
Alternative: Other patriotic music with clear 4/4 beat
Ready for final performance section
Alternative: Other dramatic instrumental music suitable for dance
Prepared on cards or tablet for quick reference
Alternative: Create own questions relevant to current affairs
One in each corner of the space, clearly visible
Alternative: Coloured cones, laminated letters, floor tape
Key Vocabulary
Moving from one place to another whilst maintaining the character of the movement
The height at which movement is performed - high, medium or low
The route taken through space - straight, curved, zigzag or angular
The orientation of movement - forward, backward, sideways, diagonal
Creating your own sequence of movements that flows together
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
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