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Lesson 2 - Travelling Sequences

British Values Dance

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Year 8

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Dance

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Big Question

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

Music Player

Position centrally for clear audio throughout space

Alternative: Bluetooth speaker, laptop with speakers

Land of Hope and Glory

1 track

Pre-loaded and ready to play, volume tested

Alternative: Any rousing classical British music

James Bond Theme

1 track

Pre-loaded for main activity, check tempo suits movement

Alternative: Any dramatic, rhythmic British film music

Quiz Questions

6-8 questions

Prepared on cards or slides, answers clearly marked

Alternative: General British culture questions

Cones

4 sets

Label A, B, C, D and place in room corners

Alternative: Cones, signs, coloured cards

Key Vocabulary

Travelling section

A sequence of dance movements that moves the performer across the performance space

Levels

The height at which movements are performed - high (jumping, reaching up), medium (standing), low (crouching, floor work)

Pathways

The route taken through space - straight lines, curves, zigzags, spirals

Directions

The way the body faces and moves - forward, backward, sideways, diagonal

Motif

A short sequence of movements that can be repeated, developed or varied

2 stars and a wish

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

Smooth transitions between stationary and travelling movements

Creative interpretation of abstract concepts through movement

Confident performance and constructive peer assessment

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