Lesson 3 - Clock Face Dance Patterns
Structured Dance Exploration
•Year 1
•Dance
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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
Position for clear sound throughout hall
Alternative: Tablet or phone with speaker
Can create large clock face on floor if space allows
Alternative: Masking tape, chalk marks
Ensure all students can see for reference
Alternative: Large cardboard clock face
Key Vocabulary
Using the numbers on a clock to show directions for movement (12 is forward, 6 is back, 3 is right, 9 is left)
A section of dance movements that lasts for a set number of beats (usually 8)
The middle position where you start, like standing in the middle of the clock
Moving sideways by stepping to the side then bringing feet together
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
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