Lesson 3 - Musical Counting & Movement
Movement & Music Fusion
•Reception
•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 different parts of our bodies to dance in time with music?
Learning Objectives
- To explore how different body parts can move and express themselves
- To begin understanding musical timing by counting to 8
- To remember and repeat dance actions with increasing confidence
Key Outcomes
- Students will demonstrate various movements using head, shoulders, knees and toes
- Students will begin to maintain timing with music using 8-count patterns
- Students will perform simple dance sequences with basic rhythmic awareness
Equipment & Resources Required
Distribute evenly across space, minimum 2 metres apart
Alternative: Poly spots, carpet squares, hoops laid flat
Queue up track and test volume level before lesson
Alternative: Traditional nursery rhyme sung by teacher
Have backup track ready in case of technical issues
Alternative: Any steady 4/4 tempo music (100-120 BPM)
Key Vocabulary
Saying numbers in order to help us stay in time with music
The steady pulse we feel in music, like a heartbeat
Our special spot on the floor where we stand and dance
Different parts of our body like head, shoulders, knees and toes
When we show our dance to other people who are watching
People who sit quietly and watch a performance
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and ability to identify head, shoulders, knees and toes
- Simple following instructions and copying movements
- Experience of moving to music in free play
Current Skills
- Exploring isolated body part movements
- Introduction to musical counting and basic timing
- Simple performance and audience skills
Next Steps
- Combining multiple body parts in dance sequences
- More complex rhythmic patterns and timing
- Creating original dance movements with props
Milestone Indicators
Key Teaching Points
- Body part isolation is key - encourage moving just one part at a time
- Safety first - all movements should be gentle and controlled
- Counting helps coordination - emphasise the rhythm and timing aspects
- Personal choice builds confidence - let children discover their own movement preferences
- Performance builds self-esteem - celebrate all efforts equally
- Audience skills are learned - teach respectful watching and positive feedback
- Music supports learning - use it to enhance timing and enjoyment
Common Misconceptions
- All body parts move the same way - teach that each part has unique movement possibilities
- Louder/bigger movements are better - emphasise control and precision over force
- Everyone must move identically - celebrate individual expression and choice
- Counting is just about numbers - help children understand timing and coordination purposes
- Performance is about being perfect - focus on effort, expression, and enjoyment
SEN Adaptations
ADHD
- Frequent movement breaks, clear boundaries with base stations, shorter activity segments, high engagement activities
dyspraxia
- Simplified movement patterns, extra practice time, breaking down complex movements, visual and verbal cues
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if needed, predictable patterns
visual impairment
- Verbal descriptions of all movements, tactile guidance for body part identification, audio cues for positioning
hearing impairment
- Visual demonstrations of all movements, visual counting cues, vibrotactile music experience if available
physical disability
- Adapted movements for seated position, focus on achievable body parts, assistive technology as needed
Cross-Curricular Links
Maths
Counting to 8, understanding sequence and patterns, basic timing and rhythm
Science
Body awareness, joint movement, balance and coordination, physical development
Teacher Guidance
Positioning
Move around perimeter of space for optimal visibility of all children, positioned to model movements clearly
Observation Focus
Watch for body part isolation, safe movement range, rhythm awareness, and confidence levels
Intervention Points
Step in immediately for unsafe movements, provide support for children struggling with concepts
Demonstration Notes
Always demonstrate movements clearly and safely, emphasising controlled range of motion and good technique
Verbal Cues
- •'Gentle movements to keep our bodies safe!'
- •'Listen to the music and feel the beat!'
- •'Show me your special body part movements!'
- •'Count with me: 1, 2, 3, 4!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, suitable for 30 base stations with 2m spacing
Surface Check
Non-slip, even surface suitable for standing, moving, and sitting activities
Equipment Safety
Safety Checks
- •Base stations flat and secure on ground
- •No sharp edges or raised equipment in movement area
- •Music system positioned safely away from activity space
Risk Management
Key Risks
- •Collisions during movement exploration
- •Loss of balance during body part movements
- •Neck strain from excessive head movements
- •Overstimulation from music and activity
Risk Mitigation
- •Adequate spacing maintained with base stations
- •Emphasis on controlled, gentle movements
- •Clear safety instructions for range of motion
- •Regular breaks and calm-down opportunities
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all children during movement
- •Monitor children for signs of fatigue or overstimulation
- •Watch for unsafe movement practices or loss of balance
Emergency Procedures
Established stop signal, clear pathways to exit, first aid knowledge for minor bumps