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Lesson 3 - Clock Face Dance Patterns

Structured Dance Exploration

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Year 1

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Dance

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51 min

Big Question

How can we use directions and patterns to create our own special dance?

Learning Objectives

To remember and perform dance steps using clock face positions
To work independently to create movement patterns
To develop arm actions to enhance dance sequences

Key Outcomes

Students will demonstrate recall of previous clock face positions
Students will create and perform their own 8-beat dance phrases
Students will evaluate and improve their own and others' performances

Equipment & Resources Required

Music Player

Several tracks

Position for clear sound throughout hall

Alternative: Tablet or phone with speaker

Dish Cones

12 (optional)

Can create large clock face on floor if space allows

Alternative: Masking tape, chalk marks

Pace Clock

Ensure all students can see for reference

Alternative: Large cardboard clock face

Key Vocabulary

Clock face

Using the numbers on a clock to show directions for movement (12 is forward, 6 is back, 3 is right, 9 is left)

Phrase

A section of dance movements that lasts for a set number of beats (usually 8)

Centre

The middle position where you start, like standing in the middle of the clock

Sidestep

Moving sideways by stepping to the side then bringing feet together

Two-footed jump

Jumping with both feet together, landing with both feet at the same time

Skill Progression Pathway

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

Prior Learning

Basic spatial awareness and personal space
Simple stepping movements in time to music
Understanding of centre and directional movement

Current Skills

Clock face position recognition and movement
Independent pattern creation and sequencing
Coordinating arm and leg movements

Next Steps

Partner and small group choreography
More complex rhythmic patterns
Performance skills and audience awareness

Milestone Indicators

Maintains orientation while moving to different positions

Creates original movement phrases lasting 8 beats

Demonstrates improved coordination of arms and legs

Key Teaching Points

Always return to centre position after each clock face movement
Coordinate arm movements with leg movements for better performance
Maintain steady timing throughout all sections - count aloud if helpful
Encourage creativity while maintaining basic technique
Focus on soft landings during jumping activities
Build confidence through positive feedback and encouragement
Allow students to work at their own level while challenging all abilities

Common Misconceptions

Thinking they need to turn their body instead of just stepping to positions - clarify facing forward always
Believing faster means better - emphasise control and timing over speed
Feeling they must copy others exactly - encourage personal interpretation
Thinking mistakes are failures - reinforce that practice leads to improvement
Assuming arm movements are separate from leg movements - teach coordination as one skill

SEN Adaptations

ADHD

Movement breaks between sections, clear boundaries and expectations, positive reinforcement

dyspraxia

Extra practice time, simplified sequences, focus on larger movements before fine motor skills

autism spectrum

Clear routine structure, visual sequence cards, quiet space available if needed

visual impairment

Use tactile markers for positions, clear verbal instructions for all movements, buddy system for positioning

hearing impairment

Visual demonstrations, hand signals for timing, vibrations through floor for beat

physical disability

Seated versions using upper body movements, adapted jumping using arms, modified distances

Cross-Curricular Links

Maths

Counting beats in 8s, recognising number positions on clock face, understanding patterns and sequences

Geography

Directional vocabulary (forward, back, left, right), spatial positioning and orientation

Music

Keeping time with beats, understanding rhythm and phrases, listening skills

PSHE

Confidence building through performance, giving and receiving feedback, working independently

Teacher Guidance

Positioning

Position at front for demonstrations, circulate during practice, corner position for group viewing

Observation Focus

Watch for spatial awareness, timing accuracy, coordination development, creative expression

Intervention Points

Step in if students struggling with coordination, provide individual support for timing, assist with sequence creation

Demonstration Notes

Always demonstrate movements slowly first, use exaggerated movements for clarity, face same direction as students when demonstrating

Verbal Cues

•'Face forward to number 12!'
•'Soft landings with bendy knees!'
•'Count with me: 1-2, 1-2!'
•'Make it your own special dance!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, safe jumping surface

Surface Check

Non-slip surface, free from obstacles, adequate ceiling height for jumping

Equipment Safety

Safety Checks

•Check music equipment cables are secure
•Ensure no trailing wires in movement area
•Test volume level appropriate for space

Risk Management

Key Risks

•Collisions during dragon game
•Falls during jumping activities
•Overexertion during dance sequences

Risk Mitigation

•Clear boundaries and safe spacing established
•Teach soft landing technique before jumping
•Monitor exertion levels and provide rest breaks
•Emphasise gentle contact during dragon game

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during dragon game
•Circulate during individual practice phases
•Monitor jumping technique closely

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, clear space if needed