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Lesson 2 - Clock Face Dance Patterns

Structured Dance Exploration

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Year 1

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Dance

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45 min

Big Question

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

Cones

8-12 per class

Place at 12, 3, 6, 9 positions around imaginary clock faces

Alternative: Bean bags, markers, or tape on floor

Music Player

Position for clear sound across hall

Alternative: Clapping, percussion instruments

Worksheets

1 for teacher reference

Large visual aid showing foot positions

Alternative: Drawn clock on whiteboard

Key Vocabulary

Clock face

A circular pattern with 12 positions, like numbers on a clock

Centre

The middle point where we always start and return to

Rhythm

A steady beat pattern that we can count and move to

Movement phrase

A sequence of dance steps that go together like a sentence

Alternate

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

Students can identify clock positions without prompting

Movements become automatic and rhythmic

Students can teach the sequence to a partner

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