🎵

Lesson 2 - Clock Face Dance Steps and Rhythm

Feelings to Formations

•

Year 2

•

Dance

•

45 min

Big Question

How can we use the clock face to create our own rhythmic dance patterns?

Learning Objectives

To follow a clock face pattern to develop dance steps
To work with rhythm and timing in dance
To combine dance steps to create a movement phrase

Key Outcomes

Students will be able to move to different positions on an imaginary clock face with control
Students will be able to maintain rhythm while performing dance steps
Students will be able to combine two sections of movement into a complete dance phrase

Equipment & Resources Required

Cones

12 (optional)

Place at 12, 3, 6, 9 o'clock positions for visual reference if needed

Alternative: Bean bags, markers, or tape on floor

Music Player

Moderate tempo music, around 120 BPM

Alternative: Drum, tambourine, or voice counting

Worksheets

1 for teacher reference

Available for demonstration purposes

Alternative: Visual clock display or whiteboard drawing

Key Vocabulary

Clock face

An imaginary circle around you with 12, 3, 6, and 9 o'clock positions

Centre

The middle position where both feet start together

Rhythm

A regular pattern of beats in time with music

Movement phrase

A sequence of dance steps that go together like a sentence

Alternating

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 numbers 3, 6, 9, 12
Ability to move in different directions
Simple counting skills to 8

Current Skills

Clock face spatial awareness
Rhythmic stepping patterns
Coordination of alternating feet movements

Next Steps

Complex rhythmic patterns
Partner clock face work
Creating original clock face choreography

Milestone Indicators

Can identify clock positions without hesitation

Maintains rhythm independently

Shows controlled, purposeful movement

Key Teaching Points

Establish clear centre position before teaching any stepping patterns
Use consistent verbal cues for timing: 'bounce-bounce-twelve-back'
Always demonstrate movements facing same direction as students
Build complexity gradually: rhythm first, then steps, then combinations
Emphasise controlled movement over speed throughout
Connect clock face concept to students' existing number knowledge
Celebrate individual improvement and effort over perfect technique

Common Misconceptions

Students think they must step far to reach clock positions - teach small, controlled steps
Confusion about which foot stays in centre - use consistent left/right verbal cues
Belief that faster movement means better dancing - emphasise control and timing
Thinking all dance must look identical - encourage personal expression within structure
Assumption that rhythm is only about counting - teach feeling beat in whole body

SEN Adaptations

ADHD

Frequent position changes, clear boundaries marked, regular praise and checkpoints

dyspraxia

Break down into smaller step sequences, allow extra practice time, use visual floor markers for positions

autism spectrum

Clear routine structure, visual schedule of sections, quiet practice space available if needed

visual impairment

Use tactile markers for clock positions, clear verbal descriptions of all movements, buddy system for spatial guidance

hearing impairment

Visual rhythm cues using hand signals, written step sequences on display, vibration cues for beat

physical disability

Seated version using upper body and arms, adapted distances for stepping, alternative movements for each position

Cross-Curricular Links

English

Following verbal instructions, using positional vocabulary (centre, left, right, backward)

Maths

Clock face numbers, counting to 8, understanding rhythm patterns and beat

Science

Understanding how the body moves, balance and coordination, rhythm and timing

PSHE

Building confidence through performance, supporting peers, celebrating achievements

Teacher Guidance

Positioning

Front of class for demonstration, circulate during practice for individual support

Observation Focus

Watch for accurate stepping patterns, rhythm maintenance, and safe movement

Intervention Points

Step in when students struggle with left/right coordination or lose rhythm

Demonstration Notes

Always demonstrate facing same direction as students for easier following, use clear, exaggerated movements

Verbal Cues

•'Left foot stays, right foot travels!'
•'Back to centre every time!'
•'Feel the beat in your whole body!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 2m x 2m per student for clock face movements, clear floor space

Surface Check

Non-slip floor surface, free from obstacles and tripping hazards

Equipment Safety

Safety Checks

•Cones placed securely with no sharp edges
•Music volume appropriate for space and instruction
•Clear sight lines to teacher for all students

Risk Management

Key Risks

•Collisions during directional movement
•Slips during backward stepping
•Loss of balance during alternating patterns

Risk Mitigation

•Adequate spacing maintained throughout lesson
•Controlled movement speeds emphasised
•Clear boundaries established for movement area

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all students during movement
•Monitor spacing during energetic sections
•Watch for fatigue during extended practice

Emergency Procedures

Stop activity immediately, assess student, apply appropriate first aid or seek support as needed