Lesson 5 - Group Choreography
British Values Dance
•Year 8
•Dance
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we use choreographic devices to create a powerful group performance that tells a story?
Learning Objectives
- To collaborate effectively in groups to create cohesive choreography
- To apply chance choreography techniques with precision and creativity
- To demonstrate mastery of choreographic elements including formation, dynamics, canon, unison, direction and level
Key Outcomes
- Students will complete a 32-64 count group choreography section using chance techniques
- Students will perform a complete dance sequence integrating all previously learned sections
- Students will demonstrate understanding of choreographic devices through practical application
Equipment & Resources Required
Position centrally for optimal sound distribution, test volume levels
Alternative: Bluetooth speaker, laptop with speakers
Cued ready for warm-up, check sound quality
Alternative: Any upbeat James Bond theme music
Ready for performance sections, ensure good audio quality
Alternative: Original James Bond theme, instrumental version
Position for optimal viewing angle, check battery and storage space
Alternative: Smartphone, tablet, digital camera with video function
For noting group feedback and choreographic elements
Alternative: Large paper sheets, tablet for notes
Key Vocabulary
A method of creating dance movements by using random or unexpected elements to determine sequences
When dancers perform the same movement but start at different times, creating a wave-like effect
The arrangement and positioning of dancers in the performance space
The quality of movement relating to energy, force and flow
When all dancers perform exactly the same movement at exactly the same time
A still image created by dancers holding a position, often showing different levels and relationships
The movement or method used to connect different sections or phrases of dance
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of rhythm and musicality
- Knowledge of fundamental choreographic devices
- Experience working in pairs and small groups
- Familiarity with James Bond theme and previous motif work
Current Skills
- Applying chance choreography techniques effectively
- Integrating multiple choreographic elements seamlessly
- Creating cohesive group performances
- Developing smooth transitions between dance sections
Next Steps
- Advanced choreographic composition and structure
- Performance skills and stage presence
- Peer teaching and choreographic leadership
- Cross-curricular dance projects exploring other themes
Milestone Indicators
Key Teaching Points
- Choreographic elements must be clearly visible and purposeful - avoid movements that are too subtle
- Group cooperation is as important as individual skill - assess both collaborative process and final product
- Use James Bond theme to inspire dramatic, confident performance quality throughout
- Transitions between sections are crucial for overall performance coherence
- Self-assessment and reflection develop independent learning and improvement mindset
- Video recording provides powerful tool for self-evaluation and target setting
- Performance opportunities build confidence and celebrate achievement
Common Misconceptions
- That dance requires natural talent - emphasise that skills develop through practice and everyone can improve
- That choreography must be completely original - show how using established techniques can create effective results
- That mistakes in performance are failures - teach that adaptation and continuation are professional skills
- That group work means everyone doing the same thing - encourage complementary roles and diverse contributions
- That assessment is only about final performance - demonstrate value of process, effort and improvement
- That British values are separate from creative work - show how respect, tolerance and cooperation are inherent in collaborative dance
SEN Adaptations
ADHD
- Use shorter development periods with clear breaks, provide physical fidget tools when watching others, clear visual boundaries for group spaces
dyspraxia
- Break choreography into smaller segments, provide extra practice time, use visual and verbal cues together, celebrate effort over perfection
autism spectrum
- Provide clear structure and routine, allow processing time for creative tasks, offer alternative communication methods for group work
visual impairment
- Use verbal descriptions of choreographic elements, provide physical guidance for spatial awareness, ensure good lighting for any residual vision
hearing impairment
- Use visual demonstrations extensively, provide written instructions, use vibrations and visual cues to feel musical rhythm
physical disability
- Adapt movements for seated or supported positions, modify choreographic elements to suit physical capabilities, ensure inclusive group formations
Cross-Curricular Links
English
Storytelling through movement, character development, performance presentation and communication skills
Citizenship
Exploring British values through cultural analysis, teamwork, respect for others' contributions
Drama
Character development, performance skills, use of space and levels, collaborative creation process
History
Exploring James Bond as cultural icon, understanding British cultural values and their representation in media
Music
Understanding musical structure, rhythm, dynamics and how music supports narrative and character
PSHE
Building confidence, collaboration skills, self-assessment and target setting, celebrating diversity of ideas
Teacher Guidance
Positioning
Circulate between groups during development work, position centrally for whole-class instruction and performance viewing
Observation Focus
Look for evidence of choreographic elements, group cooperation, individual contribution and performance quality
Intervention Points
Support groups who are struggling with choreographic development, encourage groups to be more ambitious, provide technical vocabulary
Demonstration Notes
Use own movement to show choreographic elements clearly, model positive group work behaviours, demonstrate performance quality and commitment
Verbal Cues
- •'Remember your formation changes!'
- •'Show me clear levels - high, medium, low!'
- •'Think James Bond - dramatic and purposeful!'
- •'Smooth transitions between sections!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 15m clear dance space with additional areas for group work, non-slip surface essential
Surface Check
Clean, dry floor free from obstacles, appropriate footwear for surface type
Equipment Safety
Safety Checks
- •Audio equipment positioned safely away from dance area
- •All cables secured to prevent tripping hazards
- •Video equipment stable and positioned not to obstruct movement
Risk Management
Key Risks
- •Collisions between groups during simultaneous work
- •Slips and falls during dynamic movement
- •Overexertion during intensive rehearsal periods
Risk Mitigation
- •Clear boundaries established between group work areas
- •Regular breaks and hydration opportunities
- •Progressive building of movement intensity
- •Teacher positioning for maximum supervision
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups during simultaneous work
- •Move systematically between groups during development work
- •Monitor energy levels and provide appropriate rest periods
Emergency Procedures
Clear access routes maintained, first aid kit accessible, emergency stop signal established for all music work