Lesson 2 - Travelling Sequences
British Values Dance
•Year 8
•Dance
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How can we use our understanding of British Values to create dynamic travelling sequences that tell a story through movement?
Learning Objectives
- To transform 3-4 actions from the British Values motif into a coherent travelling section
- To demonstrate effective use of level changes, pathways and different directions in dance composition
- To provide constructive peer feedback using the '2 stars and a wish' format
Key Outcomes
- Students will create a 32-count travelling section incorporating British Values actions
- Students will demonstrate understanding of dance elements through varied use of levels, pathways and directions
- Students will effectively assess and improve their own and others' dance compositions
Equipment & Resources Required
Position centrally for clear audio throughout space
Alternative: Bluetooth speaker, laptop with speakers
Pre-loaded and ready to play, volume tested
Alternative: Any rousing classical British music
Pre-loaded for main activity, check tempo suits movement
Alternative: Any dramatic, rhythmic British film music
Prepared on cards or slides, answers clearly marked
Alternative: General British culture questions
Label A, B, C, D and place in room corners
Alternative: Cones, signs, coloured cards
Key Vocabulary
A sequence of dance movements that moves the performer across the performance space
The height at which movements are performed - high (jumping, reaching up), medium (standing), low (crouching, floor work)
The route taken through space - straight lines, curves, zigzags, spirals
The way the body faces and moves - forward, backward, sideways, diagonal
A short sequence of movements that can be repeated, developed or varied
Feedback format giving two positive comments and one suggestion for improvement
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Created individual actions representing each British Value (Democracy, Rule of Law, Individual Liberty, Mutual Respect, Tolerance)
- Understand basic dance terminology and movement vocabulary
- Experience with simple dance compositions and performance
Current Skills
- Developing actions into travelling sequences
- Using space creatively through levels, pathways and directions
- Combining movements with musicality and flow
- Peer assessment and constructive feedback skills
Next Steps
- Creating group choreography incorporating individual travelling sections
- Developing more complex narrative structures through dance
- Advanced use of dance dynamics and theatrical elements
Milestone Indicators
Key Teaching Points
- Clear spatial contrasts make travelling sequences more effective and engaging
- Smooth transitions between actions are more important than complex movements
- Constructive feedback helps everyone improve and creates supportive learning environment
- British Values can be expressed creatively through movement and space use
- Performance confidence grows through practice and positive peer support
- Musical accompaniment enhances performance quality and enjoyment
- Personal interpretation makes each sequence unique and valuable
Common Misconceptions
- Misconception: 'Travelling means moving fast' - Correction: Travelling is about moving through space with control and purpose
- Misconception: 'Level changes just mean jumping' - Correction: Levels include high, medium and low positions throughout the whole body
- Misconception: 'Pathways and directions are the same thing' - Correction: Direction is where you face/move, pathway is the route you take
- Misconception: 'Peer feedback should focus on what's wrong' - Correction: Good feedback highlights strengths and suggests one improvement
- Misconception: 'Dance sequences must be perfect' - Correction: Commitment and creativity are more important than technical perfection
SEN Adaptations
ADHD
- Short activity segments, clear movement boundaries, regular positive reinforcement, movement breaks as needed
dyspraxia
- Simplified sequences with fewer actions, extra practice time, focus on effort over precision
autism spectrum
- Clear structure with visual sequence cards, predictable routine, quiet space option during peer assessment
visual impairment
- Use verbal descriptions of space elements, tactile guidance for pathways, partner support for spatial awareness
hearing impairment
- Visual demonstration of all instructions, use of visual signals for timing, written feedback options
physical disability
- Adapt travelling to wheelchair/mobility aid use, focus on upper body expression, modified space elements
Cross-Curricular Links
English
Vocabulary development through dance terminology, verbal feedback skills, descriptive language for movement
Citizenship
Active exploration of British Values concepts, tolerance and respect in diverse communities
Geography
Spatial awareness, pathways and directions, mapping movement through space
History
Understanding British Values as historical concepts, development of democracy and rule of law through time
Music
Rhythmic understanding, phrasing, responding to musical structure and tempo
PSHE
Self-confidence through performance, constructive feedback skills, celebrating diversity and individual achievement
Teacher Guidance
Positioning
Move around perimeter to observe all students, central for demonstrations, corner position for overview during performances
Observation Focus
Watch for spatial awareness, creative use of space elements, quality of peer interactions, technical development
Intervention Points
Step in if students struggling with transitions, safety concerns during travelling, unclear feedback being given
Demonstration Notes
Use full-body demonstrations for space elements, exaggerate contrasts for clarity, demonstrate feedback language clearly
Verbal Cues
- •'Make your levels really clear!'
- •'I can see your pathway from here!'
- •'Travel with control'
- •'Be specific in your feedback'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 15m clear space for 30 students, suitable for travelling movement in all directions
Surface Check
Non-slip surface essential for safe level changes and directional movement, check for any wet or damaged areas
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement area
- •No trailing cables across floor
- •Corner markers secure and visible but not creating trip hazards
Risk Management
Key Risks
- •Collisions during travelling sequences
- •Falls during level changes
- •Unsafe backward travelling
- •Overexertion during repeated sequence practice
Risk Mitigation
- •Clear spatial boundaries established and maintained
- •Progressive building of complexity
- •Emphasis on controlled movement over speed
- •Regular spacing checks during travelling phases
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all students during travelling work
- •Monitor spacing particularly during music performance
- •Watch for fatigue during repeated practice phases
Emergency Procedures
Stop signal established (hand up, music off), first aid kit accessible, clear route to exit maintained