Lesson 1 - Counting and Movement
Imaginative Movement & Storytelling
•Reception
•Dance
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How can counting help us move together with music?
Learning Objectives
- To use counting to help stay in time with the music
- To copy and create different actions in dance
- To safely negotiate space whilst moving to music
Key Outcomes
- Students will count to 8 to stay in time with music
- Students will create their own travelling and stationary actions
- Students will perform a simple dance sequence with counting
Equipment & Resources Required
Position centrally for clear sound throughout space
Alternative: Tablet with portable speaker, phone with speaker
Test volume levels before lesson, have backup tracks ready
Alternative: Carnival audio, children's action songs, pop music with clear beat
Large, clear numbers visible to all students
Alternative: Hand gestures, counting on fingers
Key Vocabulary
Saying numbers in order to help us stay in time
The steady pulse in music that we can move to
A movement that takes you from one place to another
A movement you do whilst staying in one place
A still shape you make with your body
The area around you where you can move safely
How high or low your body is - high, medium, low
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic travelling movements (walking, marching)
- Simple body actions (bouncing, clapping)
- Basic understanding of fast and slow
Current Skills
- Counting to 8 in time with music
- Creating own dance actions
- Understanding of poses and stillness
- Combining travelling and stationary movements
Next Steps
- Longer dance sequences
- More complex rhythmic patterns
- Partner and group work
- Creating dance stories
Milestone Indicators
Key Teaching Points
- Count clearly and rhythmically to help students stay in time with music
- Encourage creativity while maintaining structure through 8-count phrases
- Emphasise safety through spatial awareness and controlled movements
- Build confidence through performance opportunities and positive feedback
- Use music to develop timing but ensure students can also count independently
- Connect movement to counting to develop mathematical understanding
- Create inclusive environment where all movement ideas are valued
Common Misconceptions
- Students may think counting needs to be very fast - emphasise steady rhythm matching music
- Some may believe only 'good' dancers can perform - celebrate all movement attempts
- Children might think poses need to be complicated - simple, clear shapes are perfect
- Students may rush through actions - stress importance of taking full 8 counts for each section
- Some may think all travelling actions should be running - encourage variety and control
SEN Adaptations
ADHD
- Shorter activity bursts, clear start/stop signals, movement breaks, specific roles and responsibilities
dyspraxia
- Break down movements into smaller steps, extra practice time, visual and verbal cues combined, peer support
autism spectrum
- Provide visual sequence cards, clear routine structure, quiet space available, warning for music volume changes
visual impairment
- Use clear verbal counting cues, tactile guidance for movements, describe others' actions, provide buddy support
hearing impairment
- Use visual counting cues (fingers, cards), vibration to feel music beat, clear visual demonstrations, signing support
physical disability
- Adapt movements to seated or supported positions, use upper body actions, modify travelling to wheelchair movements
Cross-Curricular Links
English
Listening skills, following spoken instructions, vocabulary development (pose, beat, count), speaking in reflection
Art
Creative expression through movement, body shapes and levels, aesthetic appreciation
Music
Beat and rhythm, tempo, listening skills, moving to music, understanding musical structure
PSHE
Confidence building, self-expression, appreciation of others, following instructions, taking turns
Teacher Guidance
Positioning
Move around space perimeter to maintain visibility of all students, central position for demonstrations
Observation Focus
Watch for timing accuracy, creative movement choices, spatial awareness, and engagement levels
Intervention Points
Step in if students struggling with counting, unsafe movement, or loss of confidence
Demonstration Notes
Use clear, exaggerated movements when demonstrating. Count loudly and rhythmically. Show enthusiasm for movement and creativity.
Verbal Cues
- •'Count with me - 1, 2, 3, 4, 5, 6, 7, 8!'
- •'Find your space!'
- •'Make it big so we can all see!'
- •'Listen to the music!'
- •'Freeze like a statue!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 6m x 6m clear floor space for 30 students, preferably larger hall
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Audio equipment positioned safely away from movement area
- •Cables/wires secured to prevent tripping
- •Music volume tested to protect hearing
Risk Management
Key Risks
- •Collisions during travelling movements
- •Falls during travelling or pose activities
- •Overexcitement leading to unsafe behaviour
- •Hearing damage from excessive music volume
Risk Mitigation
- •Clear boundaries established and maintained
- •Adequate spacing emphasised throughout
- •Speed of movement controlled through counting
- •Adult supervision of all movement activities
- •Emergency stop signal established
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor travelling movements for collisions
- •Check poses are stable and safe
- •Ensure equipment remains safely positioned
Emergency Procedures
Immediate stop signal (hand up + 'freeze'), assess situation, provide first aid if needed, clear space if required