Groove and Flow

Overview

In this lesson 6 of 10, Year 1 learners combine simple toprock, popping, and locking actions into a short, playful routine. They practise keeping time with the beat, responding to music cues, and moving safely with others.

Learning intentions

• WALT combine two or more hip hop dance actions into a short sequence.
• WALT match movements to the beat and simple changes in the music.
• WALT perform with control (start/stop clearly and move safely in space).
• WALT share what they notice about their own and others’ dancing.

Success criteria

• I can perform a routine with a clear beginning, middle, and end.
• I can show toprock steps, a pop, and a lock in the right order.
• I can stop when the music stops and keep my movements the same size and level as the class.
• I can talk about one thing that helps my dancing (e.g., “I counted the beat” or “I stopped on time”).

Curriculum links

• Arts / Dance (The Arts): create, perform, and respond through movement and sequencing.
• Communication: use talk and gesture to share ideas and observations during dance.
• Self-management: follow safety routines, take turns, and manage space during group movement.
• Participating and contributing: work respectfully with others while performing and sharing feedback.

Lesson structure (30 minutes)

1. 0–4 min · Warm-up (beat + safety). Teacher sets a simple safety reminder (space bubble, kind movements, stop on cue) and plays the track for a steady beat; students practise walking/jogging on the beat and freeze on the teacher’s signal.

2. 4–9 min · Direct teach: toprock base. Teacher demonstrates a very simple toprock pattern (e.g., step-step-clap-step) with clear counts and shows “freeze” at the end; students copy the pattern, repeating 2–3 times.

3. 9–13 min · Direct teach: pop + lock actions. Teacher models one “pop” (quick straighten/pose) and one “lock” (sudden hold with a bent shape), explaining “pop is quick” and “lock is held still”; students practise each action separately on count (pop on “1”, lock on “2–3” or equivalent).

4. 13–20 min · Combine into a short routine (teacher-led). Teacher links the sequence: toprock steps → pop → lock → repeat once → final freeze. Students practise the full routine together while counting aloud softly (or tapping knees if counting is challenging).

5. 20–26 min · Stations: “Groove and Flow” practice. Class splits into two stations for speed and attention.

• Station A (Teacher): correct ordering and stop/start accuracy.
• Station B (Buddy): students perform the routine for a buddy, with one “beat checker” who watches if they stop on cue. Teacher circulates, prompting shape control and safe spacing.

6. 26–30 min · Share and respond (quick performance + feedback). Two volunteers (or small groups) perform while the rest watch for one focus: “Did they stop clearly?” and “Did they show pop then lock in order?” Students respond with sentence starters.

Resources

• Age-appropriate hip hop track with clear, steady beat and obvious stop/start moments
• Speaker and device for playing/pausing music
• Clear performance space markers (cones/tape) for “space bubbles”
• A “stop” signal (hand icon or chime) known by students
• Visual cue cards: Toprock, Pop, Lock, Freeze
• Optional: beanbags or scarves for “space” and holding when freezing
• Teacher checklist for observation (order + stop/start + safety)

Assessment

• Observe during routine practice: order of actions (toprock → pop → lock) and stop/start accuracy.
• Listen for responses using one sentence starter (“I noticed…/I helped by…”).
• Quick end-of-lesson check: teacher asks 3 students to demonstrate pop + lock in the correct order (no music) while class watches.

Differentiation

• Support: provide visual cue cards and count together; offer a smaller movement version (less range, same shape) and extra practice at the teacher-led station.
• Support for English language learners: use gesture-first prompts (point to cards, demonstrate “pop quick / lock still”) and sentence starters with word banks (“First… Then… Finally…”).
• Extension: challenge confident dancers to add a level change (low/high) while still keeping the pop quick and lock held; ensure they still freeze on cue.
• Inclusion/SEN: allow alternative freezing positions (still body with feet together) and offer a “mirror buddy” role if full participation is too demanding at first.

Share sentence starters (for the last minutes)

• “I saw your ____ (toprock/pop/lock) in the right order.”
• “You stopped clearly when the music stopped.”
• “My helper was counting the beat / watching the cue card.”