Year 2 Dance Unit 2 Lesson 2

This activity will prepare the pupils for the principle of a ‘clock face’ to direct them.

Set up: You could set up two games in one hall and split the class in half. Place out cones at equal distances, each representing a number on the face of the clock.

How to play:

• The children should always start in the centre area of the clock face and be facing 12 o’clock
• The children call out, ‘What’s the time Mr Wolf’ and the teacher replies with time, either 12, 3, 6, or 9 o’clock; the children should move as quickly as possible to that general area; they do not have to be on top of the cone
• Pupils should then return to the centre, again still facing 12 ready to start again
• Pupils can turn and run in the direction of the time, or you may wish to extend so that they are always facing 12, so you have to sidestep and jog backwards to reach the number.

Setup:

Spread the pupils out with enough space to step in any direction without bumping into one another. Ask them to imagine they are standing inside a clock face, with the clock being the size of a dustbin lid. This ensures they can reach each part of the clock face with a single step. To help visualise, you can place cones to mark key positions: 12, 3, 6, and 9 o’clock.

Demonstration: It’s helpful for the teacher to demonstrate the movements at the front of the class, there are also videos to support. You have two options:

• Matching Movements: Turn your back to the class so pupils can directly match your movements.
• Mirroring Movements: Face the class and step in the opposite direction so they mirror your actions.

Choose the approach that best suits the group. Younger pupils often find it easier to follow when they can match your movements directly.

Activity Instructions:

• Clock Face Orientation: Pupils start by standing in their imaginary clock face with feet together.
• Step Practice: Guide them to step toward different “times” on the clock (e.g., 12, 3, 6, or 9 o’clock) as you call them out. Use clear and simple cues.
• Counting Rhythm: Introduce the principle of counting to 8 to help establish rhythm and coordination. Have pupils bounce their knees in place to a slow, steady beat of 8 counts. Repeat as needed, gradually increasing the speed as they become more confident.

✔︎ See video and worksheet

• Start first section with 2 knee bounces, -Keep left foot in the centre at all times step the right foot out to #12 and back to the centre (so #12 and back to the centre lasts 2 beats), repeat for #3 and back and #6 and on the clock face; this should add up to 8 beats in total repeat this several times, so the pupils are secure
• Now repeat but this time the right foot stays in the centre and the left foot steps out to #12, #9 and #6 – Start with 2 knee bounces so the whole section adds up to 8 beats – repeat this several times until the pupils are secure
• Now try and add the two sections together (should add up to 16 beats in total 2 x 8)
• Repeat these 2 sections several times or until children are secure and can do it without counting out loud

Extension: Speed up the counts of 8 and/or perform to music

✔︎ See video and worksheet – In this section, children are going to look at alternating the right and left leg to the same point

• Start again with both feet in the middle, legs slightly bent
• Keeping the left foot in the middle step the right foot back to #6 and step back to centre —this should last 2 beats
• Now keeping the right foot in the centre and sending left foot back to #6 and step back to centre—this should last 2 beats
• Now continue to alternate from right to left foot hitting the #6 on the clock face and back to the centre
• Speed up counting and when ready add music

Extension: Bring in arm action—when feet are together in the centre bring hands on to the knees, when you step back to #6 arms are raised back

Perform

Now bring together the two sections together—allow the children to copy you the teacher and then watch the children perform without you.

• Section 1 for 16 beats (right leg lead, left leg lead) then straight into Section 2 (8 beats)
• The total phrase should last 3 x 8 beats

Extension: Play the music and ask the children to now practice on their own. Can they use their arms? Can they repeat section 2, so it lasts 16 beats? Can they repeat section 1 and 2 over and over keeping time with the music?

Choose individuals to perform for the class and children to provide feedback to each other.