Lesson 2 - Clock Face Dance Steps and Rhythm
Feelings to Formations
•Year 2
•Dance
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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
Place at 12, 3, 6, 9 o'clock positions for visual reference if needed
Alternative: Bean bags, markers, or tape on floor
Moderate tempo music, around 120 BPM
Alternative: Drum, tambourine, or voice counting
Available for demonstration purposes
Alternative: Visual clock display or whiteboard drawing
Key Vocabulary
An imaginary circle around you with 12, 3, 6, and 9 o'clock positions
The middle position where both feet start together
A regular pattern of beats in time with music
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 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
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