Create Your Moves

Overview

In this lesson (Lesson 8 of 10) students use previously learned hip hop dance moves to create a short, original dance sequence. They practise as a team, give kind feedback, and perform their sequence for the class.

Learning intentions

• WALT create a short hip hop dance sequence using a beginning, middle, and end.
• WALT practise performing with control (balance, stillness, and clear movements).
• WALT work safely with others, taking turns and using feedback to improve.

Success criteria

• I can repeat my sequence accurately (or with small changes) when the music starts.
• I can show a clear start, middle, and end in my dance.
• I can use strong control in my movements (not falling over or bumping).
• I can give and use feedback that helps my group improve.

Curriculum links

• Dance — develop movement ideas, use space and timing, and perform with control and awareness of others.
• The Arts — communicate ideas through movement and respond to performances (talk about what works and how to improve).
• Key competencies: Thinking (creating and planning), Managing self (practising and persevering), Participating and contributing (teamwork and feedback), Communication (sharing ideas clearly).

Lesson structure (30 minutes)

1. 0–3 min · Welcome & warm-up cue. Teacher sets a simple “freeze and flow” rule (move safely, freeze on cue). Students follow the warm-up with the teacher: shoulder rolls, arm swings, gentle hops, and a short practice of stopping on the teacher’s signal.

2. 3–8 min · Review move bank. Teacher points to 4–6 previously learned moves (e.g., step-touch, arm pump, body pop, turn, low move). Students in pairs practise each move for 10–15 seconds, then mirror the next move on the cue.

3. 8–10 min · Model: “beginning–middle–end”. Teacher demonstrates a quick example sequence using the same move bank:

• Beginning: a strong start pose + 2 beats of stillness
• Middle: 3–4 connected moves
• End: a finishing pose that holds for 2 counts Students watch and identify the three parts using teacher prompts.

4. 10–18 min · Create in groups. Teacher forms small groups (about 4–5). Each group chooses 4–6 moves from the move bank and decides order. Teacher circulates and asks: “What is your beginning pose? How do you connect move to move? Where will you finish and freeze?” Students create a sequence, rehearsing it twice while the teacher calls “freeze” to check control and space awareness. They adjust if movements are unclear.

5. 18–23 min · Practise with timing and spacing. Teacher plays music at a steady beat. Students practise their full sequence once while a group member counts the beats (simple counting is fine). Teacher reminds: “Keep enough space between dancers; use the same path each time.” Students practise timing and focus on clear starts and finishes.

6. 23–28 min · Perform & feedback round. Teacher organises short performances (about 30–45 seconds each). After each group performs, the class gives one “Glow” and one “Grow” using stems on the board:

• “I liked how you…”
• “Next time you could…” Teacher ensures feedback is kind and specific.

7. 28–30 min · Exit check. Teacher holds a quick whole-class debrief: “Show me your best freeze pose.” Students then complete an oral exit ticket: each student says one part they improved (beginning pose, connections, or finishing freeze).

Resources

• Music with a steady beat (same track as earlier unit, if possible)
• Space markers (cones/tape) for safe group areas
• Printed or visual “move bank” card set (teacher-made)
• Simple beat-counting cards (1–4)
• Group performance space plan (where groups stand before they start)
• Timer or visual countdown for rehearsals
• Feedback stem cards: “I liked how…” and “Next time you could…”

Assessment

• Teacher observation during group creation: sequence clarity (start/middle/end), control (freezes and balance), and safe spacing.
• Formative checks during rehearsals: “Can you freeze on the cue?” and “Can you restart from your beginning without rushing?”
• Feedback quality check: students use the stems and give one specific comment tied to the performance.

Differentiation

• Support:
• Provide sentence stems for planning: “We will start with… then… and finish with…”
• Offer a choice of simpler connections (e.g., move A → move B using the same foot pattern).
• Use a “coach spotter” role in each group so students who need extra help have a clear job.
• Extension:
• Challenge groups to add a level change (high/medium/low) or a repeated motif (e.g., the same arm pump at both the beginning and end).
• Invite students to demonstrate an alternative way to connect two moves smoothly.
• SEN/EAL considerations:
• Reduce language load by using visual cards for moves and a three-part sequence graphic.
• Pair students strategically so they can rehearse together with minimal waiting.
• Allow students to contribute through counting, leading one move, or holding a clear freeze even if movement language is still developing.