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Lesson 1 - Moving to Beats of 8

Rhythm & Cultural Storytelling

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Reception

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Dance

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30 min

Big Question

How can we move together in time with music and count to 8?

Learning Objectives

Discover how to move and keep time to beats of 8
Work with others to move to beats of 8 in a circle formation
Follow a movement pattern with a partner in time with music

Key Outcomes

Students will confidently clap and move to counts of 8
Students will demonstrate coordinated circle movement with peers
Students will perform partner sequences in time with music

Equipment & Resources Required

Music Player

Position where all students can hear clearly

Alternative: Smartphone with speaker, tablet

Hokey Cokey Music Track

1 track

Test volume levels before lesson starts

Alternative: Traditional folk dance music with clear 8-beat patterns

Markers

8-10

Use if students need visual guide for circle formation

Alternative: Cones, spots, chalk marks

Key Vocabulary

Beat

The steady pulse in music that we can count and move to

Circle

A round shape where everyone stands equal distance from the centre

Partner

Someone you work with as a pair in dance

Centre

The middle point of our circle

Count of 8

Counting from 1 to 8 in time with the music

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic listening skills and following simple instructions
Understanding of basic body movements (walking, clapping)
Awareness of music and rhythm

Current Skills

Counting to 8 with movement
Circle formation dancing
Partner work coordination
Musical timing awareness

Next Steps

More complex dance sequences
Independent partner choreography
Multi-directional circle movements
Extended counting patterns

Milestone Indicators

Maintains rhythm for full 8-count sequences

Moves confidently in circle without losing formation

Coordinates successfully with partner movements

Key Teaching Points

Always establish clear counting rhythm before adding movement
Maintain circle formation integrity throughout activities
Use consistent verbal cues and demonstrations
Build complexity gradually from simple clapping to partner work
Connect mathematical counting to musical movement
Celebrate effort and participation over perfect performance
Ensure all students understand partner roles and responsibilities

Common Misconceptions

Students may think counting must always start from 1 - show counting can start mid-sequence
Some may believe faster movement means better dancing - emphasise control and timing
Students might focus only on their own movement - reinforce importance of group coordination
Children may think circle work is easier than partner work - explain different skills required

SEN Adaptations

ADHD

Regular movement breaks, clear boundaries, frequent positive reinforcement

dyspraxia

Simplified movement patterns, extra practice time, visual and verbal cues combined

autism spectrum

Clear structure and routine, visual schedule of activities, quiet observation space available

visual impairment

Use tactile cues for circle formation, verbal descriptions of all movements, partner guidance system

hearing impairment

Visual demonstrations of all actions, vibration/visual cues for musical beats, clear line of sight to teacher

physical disability

Seated circle participation, adapted movements, upper body alternatives to walking

Cross-Curricular Links

Teacher Guidance

Positioning

Inside circle for demonstrations, outside circle for observation, mobile for individual support

Observation Focus

Count accuracy, circle formation, partner cooperation, musical timing

Intervention Points

Step in if students struggling with counting, circle breaking down, or partnership difficulties

Demonstration Notes

Demonstrate: Use exaggerated movements for visibility, count aloud consistently, model enthusiastic participation

Verbal Cues

•'Count with me - 1-2-3-4-5-6-7-8!'
•'Keep our circle round and strong!'
•'Listen to the music and move with the beat!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 8m x 8m for circle formation and movement

Surface Check

Clean, dry surface suitable for dancing in bare feet or plimsolls

Equipment Safety

Safety Checks

•Music volume appropriate for space size
•Music player positioned safely away from movement area
•All equipment cables secured and out of walking areas

Risk Management

Key Risks

•Collisions during circle movement
•Trips and falls during partner transitions
•Overexcitement leading to unsafe behaviour

Risk Mitigation

•Clear boundaries established for movement area
•Adequate spacing between students maintained
•Progressive skill building from simple to complex
•Regular reminders about safe movement

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor circle formation integrity
•Watch for students becoming overexcited or overwhelmed

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate support and first aid if needed