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Lesson 3 - Musical Counting & Movement

Movement & Music Fusion

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Reception

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Dance

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40 min

Big Question

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

Base Stations

Distribute evenly across space, minimum 2 metres apart

Alternative: Poly spots, carpet squares, hoops laid flat

Track

Queue up track and test volume level before lesson

Alternative: Traditional nursery rhyme sung by teacher

Beats Audio

Have backup track ready in case of technical issues

Alternative: Any steady 4/4 tempo music (100-120 BPM)

Key Vocabulary

Count

Saying numbers in order to help us stay in time with music

Beat

The steady pulse we feel in music, like a heartbeat

Base station

Our special spot on the floor where we stand and dance

Body parts

Different parts of our body like head, shoulders, knees and toes

Performance

When we show our dance to other people who are watching

Audience

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

Child can identify and move each body part on command

Child shows awareness of beat by attempting to count

Child demonstrates confidence performing for others

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