Lesson 3 - Pattern Movement and Hoop Dance
Teamwork & Creative Problem-Solving
•Year 2
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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How can we work together to create and perform movement patterns that show rhythm and teamwork?
Learning Objectives
- To copy and repeat simple movement patterns in different scenarios
- To compose and create simple movement patterns as part of a team
- To show confidence when performing movement patterns in front of others
Key Outcomes
- Students will successfully copy and repeat movement patterns with accuracy
- Students will work collaboratively to create their own simple movement patterns
- Students will demonstrate confidence and positive performance qualities when showing their work
Equipment & Resources Required
Create ladder patterns approximately 3 metres long with 30cm spacing
Alternative: Chalk lines, masking tape on floor, small cones in ladder formation
Arrange in cross formation with 2 metres between each colour
Alternative: Coloured throw down spots, coloured hoops, coloured bean bags
6-8 hoops per group of 3-4 children, various colours if available
Alternative: Chalk circles, rope circles, throw down circles
Clear, steady beat music suitable for movement - approximately 120-140 BPM
Alternative: Tablet with speaker, smartphone with portable speaker
Key Vocabulary
A repeated sequence of movements that follows the same order each time
Moving in time with music or a steady beat
A set of movements performed one after another in a specific order
To create or make up your own movement pattern
Showing your movements to others with confidence and skill
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping and landing skills
- Following simple instructions
- Working with a partner in previous PE lessons
Current Skills
- Copying and repeating movement patterns
- Creating simple sequences with partners
- Performing with growing confidence
Next Steps
- Combining multiple movement patterns into longer sequences
- Leading groups in creating complex routines
- Performing to different musical tempos and rhythms
Milestone Indicators
Key Teaching Points
- Always demonstrate patterns slowly before expecting students to copy at normal speed
- Emphasise that making mistakes is part of learning - encourage students to keep trying
- Ensure all students get opportunities to lead and create, not just follow patterns
- Use counting and verbal cues to support students in maintaining rhythm and sequence
- Focus on safe landing technique throughout all jumping activities - bent knees, soft landings
- Celebrate creativity and teamwork as much as technical accuracy
- Provide regular opportunities for reflection and sharing of learning experiences
Common Misconceptions
- Students thinking patterns must be perfect immediately - emphasise that practice and persistence lead to improvement
- Believing that only complex patterns are good - highlight that simple, clear patterns can be just as effective and enjoyable
- Assuming that everyone must move in exactly the same way - celebrate different interpretations and abilities
- Thinking that making mistakes means failure - reframe errors as learning opportunities and natural parts of the process
- Believing that rhythm and music activities are only for 'musical' children - emphasise that everyone can enjoy moving to music
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and structure, use movement breaks naturally within activities, offer specific roles and responsibilities
dyspraxia
- Simplify patterns initially, provide extra practice time, use larger equipment for easier handling, focus on success and gradual improvement, offer additional demonstrations
autism spectrum
- Provide clear visual schedules for lesson structure, offer quiet space breaks if needed, use consistent routines and signals, warn of any changes in advance
visual impairment
- Use bright, contrasting coloured equipment, provide verbal descriptions of all visual patterns, use tactile cues like clapping for rhythm, ensure clear pathways and consistent equipment placement
hearing impairment
- Provide visual demonstrations of all instructions, use hand signals for rhythm and timing, ensure students can see demonstrations clearly, consider vibration cues for music
physical disability
- Adapt jumping to stepping or seated movements, provide alternative pattern creation using arm movements, ensure wheelchair accessible routes, modify equipment heights as needed
Cross-Curricular Links
English
Following sequential instructions, using descriptive language to explain patterns, communicating ideas clearly to partners and groups, vocabulary development
Science
Understanding how the body moves and responds to exercise, learning about balance and coordination, exploring forces in jumping and landing
Music
Understanding rhythm and beat, moving in time with music, recognising tempo changes, creating movement that matches musical phrases
PSHE
Developing teamwork and cooperation skills, building confidence in performance, learning to take turns and share leadership, celebrating others' achievements
Teacher Guidance
Positioning
Start centrally for whole-group instruction, then circulate actively during partner and group work to provide support and monitor engagement
Observation Focus
Watch for accurate pattern copying, positive group interactions, safe movement technique, and growing confidence in performance
Intervention Points
Step in if students are struggling with pattern concepts, if group dynamics need support, if safety concerns arise, or if energy levels become too high or low
Demonstration Notes
Always demonstrate patterns slowly first, then at normal speed. Use clear, exaggerated movements. Model positive teamwork behaviours. Show enthusiasm for creative ideas from students.
Verbal Cues
- •'Watch the pattern carefully before you try it'
- •'Remember to land softly with bent knees'
- •'Everyone should have a turn to be the leader'
- •'Count the beat together - 1, 2, 3, 4'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m indoor space with non-slip surface, or equivalent outdoor area with level ground
Surface Check
Ensure surface is dry, even, and free from obstacles. Check for adequate grip for jumping activities
Equipment Safety
Safety Checks
- •Check hoops for cracks or sharp edges before use
- •Ensure cones are weighted and stable
- •Verify agility ladders are flat and secure
- •Test music equipment for appropriate volume levels
Risk Management
Key Risks
- •Slips and falls during jumping activities
- •Collisions between students during energetic movement
- •Trips over equipment during pattern creation
- •Overexcitement leading to loss of control
Risk Mitigation
- •Establish clear boundaries for all activity areas
- •Teach and reinforce safe landing technique (bent knees, soft landings)
- •Ensure adequate spacing between groups and individuals
- •Monitor energy levels and provide calm-down moments as needed
- •Clear instructions about equipment handling and storage
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all activity areas
- •Circulate actively during group work phases
- •Monitor jumping technique especially during music activities
- •Pay particular attention to group dynamics and inclusion
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, arrange further medical attention if needed, inform school leadership and parents as required