Lesson 2 - Clock Face Dance Patterns
Structured Dance Exploration
•Year 1
•Dance
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How can we use a clock face to create rhythmic dance patterns that everyone can follow?
Learning Objectives
- Follow a clock face pattern to develop dance steps and create movement phrases
- Work with rhythm and timing to perform coordinated movements
- Combine basic dance steps to create simple movement patterns
Key Outcomes
- Students will confidently identify and move to 12, 3, 6, and 9 o'clock positions
- Students will perform basic dance steps in time with an 8-beat rhythm
- Students will combine left and right foot movements to create a short dance phrase
Equipment & Resources Required
Place at 12, 3, 6, 9 positions around imaginary clock faces
Alternative: Bean bags, markers, or tape on floor
Position for clear sound across hall
Alternative: Clapping, percussion instruments
Large visual aid showing foot positions
Alternative: Drawn clock on whiteboard
Key Vocabulary
A circular pattern with 12 positions, like numbers on a clock
The middle point where we always start and return to
A steady beat pattern that we can count and move to
A sequence of dance steps that go together like a sentence
Taking turns between right foot and left foot
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of directions (front, back, left, right)
- Simple counting to 8
- Following simple movement instructions
Current Skills
- Clock face directional awareness
- Rhythmic stepping patterns
- Left and right foot coordination
- Basic dance phrase construction
Next Steps
- More complex clock face patterns using all numbers
- Partner work with clock face movements
- Creating own clock face dance sequences
Milestone Indicators
Key Teaching Points
- Always start movements from centre of clock face with feet together
- Emphasise counting rhythm as foundation for all dance movements
- Use clear, exaggerated demonstrations that all students can see
- Build complexity gradually from single positions to patterns
- Celebrate effort and improvement rather than perfect technique
- Connect movements to familiar clock face concept for easier understanding
- Encourage personal expression within the structured framework
Common Misconceptions
- Students thinking they must jump rather than step - correct with 'dancing steps keep feet close to ground'
- Confusion about which foot moves - use 'statue foot stays still, dancing foot moves'
- Rushing through movements - emphasise 'dance moves slowly and smoothly like honey'
- Fear of performing wrong movements - reassure that 'trying is more important than perfect'
- Not understanding clock positions - relate to familiar times like 'lunch time is 12 o'clock'
SEN Adaptations
ADHD
- Short activity bursts, clear physical boundaries, regular movement breaks, positive reinforcement for focus
dyspraxia
- Larger stepping movements, simplified patterns initially, additional practice time, breaking skills into smaller steps
autism spectrum
- Provide clear routine structure, visual schedule of lesson sections, quiet practice space available if needed
visual impairment
- Use bright coloured cones for clock positions, provide clear verbal descriptions of movements, assign sighted buddy for guidance
hearing impairment
- Use visual demonstrations and signals, provide written sequence cards, use vibrating music devices
physical disability
- Seated version using upper body clock movements, modify stepping to arm reaches, adjust timing for individual needs
Cross-Curricular Links
Maths
Counting sequences to 8, understanding clock face numbers, recognising patterns and repetition, spatial awareness with positions
Science
Understanding how muscles work during movement, exploring rhythm and sound, observing balance and coordination
Music
Keeping time with beats, listening skills, rhythm patterns, responding to tempo changes
PSHE
Building confidence through performance, supporting peers, celebrating achievement, managing challenge and frustration
Teacher Guidance
Positioning
Stand at front corner of hall for visibility of all students while demonstrating
Observation Focus
Watch for rhythm retention, spatial awareness, and coordination development
Intervention Points
Step in if students lose rhythm, show confusion about directions, or demonstrate unsafe movement
Demonstration Notes
Always demonstrate movements clearly and slowly first, then at normal speed. Face away from class for mirroring or face class and reverse movements for easier following. Use exaggerated movements so all students can see clearly.
Verbal Cues
- •'Remember to come back to centre each time!'
- •'Keep counting - 1, 2, 3, 4, 5, 6, 7, 8!'
- •'Which foot is moving? Show me!'
- •'Feel the music in your body!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, ideally 10m x 10m for full class
Surface Check
Dry, even floor surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Cones have no sharp edges and are stable
- •Music equipment positioned safely away from movement area
- •No trailing wires across movement space
Risk Management
Key Risks
- •Slips and falls during stepping movements
- •Collisions during backwards stepping
- •Loss of balance during single-foot movements
- •Muscle strain from poor technique
Risk Mitigation
- •Clear boundaries established for each student's space
- •Adequate spacing maintained throughout lesson
- •Progressive skill building from simple to complex
- •Constant supervision during all movement activities
- •Demonstration of safe technique before student practice
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students during activities
- •Monitor spacing and safety during dynamic movements
- •Watch for fatigue or confusion that could lead to unsafe movement
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid support and follow school protocols