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Lesson 3 - Pattern Movement and Hoop Dance

Teamwork & Creative Problem-Solving

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Year 2

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Outdoor Adventurous Activities

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45 min

Big Question

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

SAQ Ladders

7 sets

Create ladder patterns approximately 3 metres long with 30cm spacing

Alternative: Chalk lines, masking tape on floor, small cones in ladder formation

Coloured Cones

8-10 pieces

Arrange in cross formation with 2 metres between each colour

Alternative: Coloured throw down spots, coloured hoops, coloured bean bags

Hoops

30-40 hoops

6-8 hoops per group of 3-4 children, various colours if available

Alternative: Chalk circles, rope circles, throw down circles

Music Player

Clear, steady beat music suitable for movement - approximately 120-140 BPM

Alternative: Tablet with speaker, smartphone with portable speaker

Key Vocabulary

Pattern

A repeated sequence of movements that follows the same order each time

Rhythm

Moving in time with music or a steady beat

Sequence

A set of movements performed one after another in a specific order

Compose

To create or make up your own movement pattern

Performance

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

Can accurately copy a 4-step movement pattern

Works effectively with different partners

Shows willingness to perform in front of the class

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