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Lesson 2 - Actions and Rhythms

Space to Synchronisation

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Year 2

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Dance

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Big Question

How can we use our bodies to create rhythmic movements that tell our unique story?

Learning Objectives

To use counts of 8 to keep in time with the music
To be able to create and copy different movements
To develop personal dance actions linked to names and identity

Key Outcomes

Students will demonstrate the ability to count in 8s whilst moving to music
Students will create and teach personal movement sequences to others
Students will perform coordinated dance phrases with a partner

Equipment & Resources Required

Tunnel Systems

Position centrally for clear sound throughout hall

Alternative: Bluetooth speaker, tablet with speaker

Thematic Music Playlist

Various tracks

Test volume levels and have pause/play controls easily accessible

Alternative: Popular children's songs with clear beats

Beats Audio

3-4 tracks

Queue tracks in advance for smooth transitions

Alternative: Music with steady 4/4 time signature

Key Vocabulary

Rhythm

A regular pattern of beats or sounds in music

Count of 8

A way of counting music in groups of eight beats

Phrase

A short section of movement that can be repeated

Action

A specific movement or gesture in dance

Level

How high or low you move your body (high, medium, low)

Skill Progression Pathway

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

Prior Learning

Basic understanding of fast and slow movements
Experience of moving in personal space
Simple copying and following activities

Current Skills

Using counts of 8 to maintain rhythm
Creating personal movement signatures
Coordinating with partners in dance sequences

Next Steps

Combining multiple rhythm patterns
Creating group choreography
Understanding more complex musical structures

Milestone Indicators

Students can maintain steady beat for 8 counts

Students create confident, repeatable movements

Students demonstrate timing awareness in partner work

Key Teaching Points

Maintain consistent counting throughout all rhythm-based activities
Encourage creativity while ensuring movements are safe and appropriate
Model enthusiastic participation to build student confidence
Use partner work to develop cooperation and mutual support
Connect all movements to musical timing and beat awareness
Celebrate individual creativity while building group cohesion
Ensure all students feel valued through positive feedback and recognition

Common Misconceptions

Students thinking faster movements are better - emphasise control and timing over speed
Believing only 'good dancers' can participate successfully - reinforce that everyone can create and enjoy movement
Assuming rhythm must be perfect immediately - explain that counting and timing improve with practice
Thinking creative movements must be complex - show that simple, clear actions are often most effective
Students believing they can't dance if they don't match others - celebrate individual interpretation and style

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries, use high-energy movements constructively, offer fidget alternatives during sitting times

dyspraxia

Demonstrate movements slowly and repeatedly, allow extra practice time, use simple movement patterns, provide physical prompts if needed

autism spectrum

Provide clear structure with visual timetables, offer quiet spaces if overwhelmed, use consistent routines, give preparation time for transitions

visual impairment

Use clear verbal descriptions of movements, provide tactile guidance, pair with sighted buddy, use high-contrast visual aids for formations

hearing impairment

Use visual demonstrations and gestures, provide written instructions, use vibrating surfaces for beat awareness, ensure clear sight lines for lip reading

physical disability

Offer seated versions of movements, modify actions for wheelchair users, provide alternative movements for different mobility levels, ensure accessible positioning

Cross-Curricular Links

English

Vocabulary development through action words, alliteration practice with action names, communication through movement

Mathematics

Counting in 4s and 8s, understanding patterns and sequences, timing and rhythm calculations

Music

Beat recognition, rhythm patterns, listening skills, musical timing and tempo

PSHE

Self-confidence through performance, cooperation in partnerships, appreciation of others' creativity, turn-taking and sharing

Teacher Guidance

Positioning

Move around the space to observe all students, position centrally for demonstrations

Observation Focus

Watch for timing accuracy, creative effort, safe movement, and positive interaction

Intervention Points

Step in if students struggle with rhythm, need movement suggestions, or require partnership support

Demonstration Notes

Show all movements with exaggerated clarity, count aloud consistently, model enthusiastic participation and positive peer interaction

Verbal Cues

•'Count along with me - 1,2,3,4,5,6,7,8!'
•'Make your movements clear and confident!'
•'Listen to the music and match your movement to the beat!'
•'Be a supportive partner and copy exactly what you see!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m hall space, clear of obstacles and with non-slip surface

Surface Check

Dry, even floor suitable for dance movements, adequate space for travelling

Equipment Safety

Safety Checks

•Music system positioned safely away from movement areas
•Volume levels appropriate to prevent hearing damage
•All cables secured and out of pathways

Risk Management

Key Risks

•Collisions during travelling movements
•Slips during directional changes
•Overexertion during energetic activities
•Wrist strain during crab walking

Risk Mitigation

•Clear boundaries and adequate spacing established
•Controlled movement speeds emphasised throughout
•Regular breaks between high-energy activities
•Proper technique demonstrated for all movements

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all students during movement activities
•Monitor partner work for inclusive and safe interaction
•Watch for students who may need movement modifications

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact office if needed