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Lesson 1 - Counting and Travelling Actions

Musical Movement Storytelling

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Year 1

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Dance

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53 min

Big Question

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

Tunnel Systems

Position where all students can hear clearly, test volume level

Alternative: Portable speaker, CD player, tablet with speakers

Happy, Upbeat Music

1 playlist

Choose music with steady 4/4 beat, appropriate tempo for Year 1

Alternative: Children's music, pop songs with clear beat, nursery rhymes

Markers

20-30

Use to define safe movement area if needed

Alternative: Cones, spots, tape on floor

Key Vocabulary

Travelling actions

Movements that take you from one place to another

Counts of 8

Counting 1-2-3-4-5-6-7-8 to help stay in time with music

Pose

A still shape or position held by the body

Levels

High (standing/jumping), medium (crouching), low (on floor)

Beat

The steady pulse you can hear and feel in music

In time

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

Consistent movement in time with music

Smooth transitions between travelling and stationary actions

Creative use of levels and directions in movement

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