Lesson 1 - Counting and Travelling Actions
Musical Movement Storytelling
•Year 1
•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 counting to help us move together in time with music?
Learning Objectives
- To explore travelling actions with control and confidence
- To use counts of 8 to move in time with music
- To create and perform a simple dance sequence using travelling actions and poses
Key Outcomes
- Students will demonstrate basic travelling actions with increasing control
- Students will move in time with music using counts of 8
- Students will create and perform a short dance sequence
Equipment & Resources Required
Position where all students can hear clearly, test volume level
Alternative: Portable speaker, CD player, tablet with speakers
Choose music with steady 4/4 beat, appropriate tempo for Year 1
Alternative: Children's music, pop songs with clear beat, nursery rhymes
Use to define safe movement area if needed
Alternative: Cones, spots, tape on floor
Key Vocabulary
Movements that take you from one place to another
Counting 1-2-3-4-5-6-7-8 to help stay in time with music
A still shape or position held by the body
High (standing/jumping), medium (crouching), low (on floor)
The steady pulse you can hear and feel in music
Moving with the beat of the music, not faster or slower
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic locomotor skills (walking, running, jumping)
- Understanding of personal and general space
- Simple body awareness and control
Current Skills
- Travelling actions with rhythm and timing
- Moving in time with music using counts
- Creating and holding dance poses
- Performing simple dance sequences
Next Steps
- More complex travelling patterns
- Partner and group work in dance
- Creating longer dance sequences
- Using different musical tempos
Milestone Indicators
Key Teaching Points
- Counting helps dancers stay together - emphasise the collective benefit
- Quality over speed - encourage controlled, clear movements
- Use of space and levels makes dance more interesting visually
- Everyone's dance is unique and valuable - celebrate individual creativity
- Timing comes with practice - be patient and supportive
- Performance is about sharing joy, not perfection
- Listening skills are crucial for musical movement
Common Misconceptions
- Thinking faster movement is better - emphasise controlled, timed movement
- Believing they must copy others exactly - encourage individual expression
- Assuming counting is just for beginners - explain professional dancers use counting
- Thinking poses must be difficult - simple, clear shapes are more effective
- Believing dance is only for certain types of people - everyone can dance
SEN Adaptations
ADHD
- Shorter activity segments, clear visual boundaries, regular position changes, fidget-friendly stationary actions
dyspraxia
- Simpler movement patterns, additional practice time, break down sequences into smaller parts
autism spectrum
- Provide visual schedule of lesson structure, allow practice time, quiet space available if needed
visual impairment
- Use verbal descriptions of movements, pair with sighted buddy, ensure clear audio cues for timing
hearing impairment
- Use visual cues and demonstrations, vibrations for beat, clear visual counting signals
physical disability
- Adapt movements to seated or supported positions, focus on upper body actions, use wheelchair-friendly travelling
Cross-Curricular Links
English
Following instructions, descriptive language for movement, giving feedback to others
Maths
Counting in sequences of 8, understanding patterns and repetition, timing and intervals
Science
How the body moves, balance and coordination, sound and hearing
Art
Creating visual patterns with body shapes, expressing ideas through movement
Music
Beat and rhythm, listening skills, moving in time with sound
PSHE
Confidence building, performing in front of others, giving and receiving feedback
Teacher Guidance
Positioning
Central position with clear view of all students, moving around to provide individual support
Observation Focus
Watch for rhythm and timing, creative expression, spatial awareness, and safe movement
Intervention Points
Step in if timing consistently off, movements becoming unsafe, or students becoming too tired
Demonstration Notes
Use exaggerated movements for clarity, count aloud clearly, show rather than just tell
Verbal Cues
- •'Feel the beat in your feet!'
- •'Make your shapes clear and strong!'
- •'Use all the space around you!'
- •'Count in your head - 1-2-3-4-5-6-7-8!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, suitable for 30 students moving freely
Surface Check
Non-slip surface, clear of obstacles, adequate cushioning for floor work
Equipment Safety
Safety Checks
- •Audio equipment positioned safely away from movement area
- •Volume at appropriate level to protect hearing
- •All trailing wires secured or cordless equipment used
Risk Management
Key Risks
- •Collisions during travelling movements
- •Overexertion from energetic activity
- •Falls during spinning or level changes
- •Hearing damage from loud music
Risk Mitigation
- •Clear boundaries established for movement area
- •Adequate spacing maintained between students
- •Progressive build-up of activity intensity
- •Regular checks on student energy levels
- •Clear instructions for safe spinning and level changes
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor spacing and safe movement patterns
- •Watch for signs of fatigue or overexertion
- •Ensure all students following safety instructions
Emergency Procedures
Stop music immediately, assess situation, provide appropriate first aid or support as needed