1. Follow a clock face to develop dance steps
2. Work with rhythm
3. Combine dance steps to create a movement pattern

1. I can point to 12, 6, 9 and 3 on the clock face
2. I can follow a rhythm
3. I can copy and repeat steps to make a movement pattern

Perform a dance

Literacy: Can explain what a clock face is

Numeracy: Consistently identify the key times of 3,6,9, and 12

This activity will prepare the pupils for the principle of a ‘clock face’ to direct them.  Place out cones at equal distance, each representing a number on the face of the clock.  You could set up two games in one hall and split the class in half.

• 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
• They should then return to the centre, again still facing 12 to start
• 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 have to sidestep and jog backwards to reach the number.

Exploring the clock face

Spread the class out with enough space so they can step in any direction and not bump into someone.  Ask pupils to imagine a clock face which they are standing inside.  The clock face is the size of a dustbin lid so they can easily reach each part of the clock face with one step.  If needed set up cones for children to mark out #12, #3, #6, and #9.  It is best if the teacher can perform the moves from the front.  You have two options here!  Either turn your back on the class so they can match your actions, or face the class and change the direction you step in, so they mirror your actions.  This is down to personal preference.  Younger groups tend to find it easier when learning by matching what you are doing.  For guidance, please see the lesson two clock face footsteps sheet.

Note: Remind children of the principle of counting to 8 by standing in their imaginary clock face, feet together bounce knees to the count of 8—repeat as many times as needed for all children to be keeping a reasonable pace, slow down the beat count to start with.

1. 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
2. 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
3. Now try and add the two sections together (should add up to 16 beats in total 2 x 8)
4. 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

In this section, children are going to look at alternating the right and left leg to the same point

1. Start again with both feet in the middle, legs slightly bent
2. Keeping the left foot in the middle step the right foot back to #6 and step back to centre —this should last 2 beats
3. 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
4. Now continue to alternate from right to left foot hitting the #6 on the clock face and back to the centre
5. 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 to the class, children to provide feedback to each other.

to dance with rhythm following a clockwork pattern

to dance with rhythm following a clockwork pattern.

1. What could happen if we don’t bring our feet back to the centre of the clock?
2. Are there any steps you find harder than others?
3. Why do we count to 8 beats (discuss)
4. How do you know if you are keeping rhythm with the music?