Locking 101

Overview

In this Lesson 5 of 10, students learn the basics of locking with simple arm and hand shapes and a short “locking sequence” they can practise with a partner. They build confidence by matching movements to a clear visual model, then applying them together using turn-taking and friendly cues.

Learning intentions

WALT:

• Learn and practise simple locking arm and hand movements safely in space.
• Perform a short locking sequence with a steady start/stop beat.
• Work with a partner to practise and give positive feedback.

Success criteria

I can:

• Do my “lock” shape (freeze with straight arm/hand pose) when I hear the cue.
• Move my arms and hands in the correct order: reach → lock → return → lock (or a teacher-approved version).
• Show safe dance space by not bumping others and using control when stopping.
• Practise with my partner using kind words and taking turns.

Curriculum links

• Dance in the Arts: developing movement ideas and performing simple sequences with control and awareness of others.
• English speaking and listening (during pair talk and feedback): using simple spoken explanations and responding to feedback.
• Key competencies: thinking (sequencing movements), participating and contributing (partner practice and teamwork), relating to others (positive communication), managing self (safety and focus).

Lesson structure (30 minutes)

1. 0–3 min · Warm-up: body wake-up. Teacher leads a quick whole-class warm-up: shoulder rolls, elbow bends, wrist circles, and light marching to a steady beat; students follow and listen for “freeze” cues.

2. 3–8 min · Introduce locking shape. Teacher shows 2–3 visual models (teacher demonstration or picture cards): a “reach” arm, a “lock” freeze (arm straight/angled with hand pose), and a “return” movement; students mirror and practise each part separately.

3. 8–15 min · Teach the locking sequence (counted). Teacher teaches a simple, consistent sequence with clear counts (e.g., “1 reach, 2 lock, 3 return, 4 lock”), using a call-and-response rhythm; students practise in small groups, focusing on stopping cleanly on the lock beats.

4. 15–23 min · Pair practice: “Teach, try, swap”. Teacher pairs students and gives partner roles (Mover / Coach). Mover performs the sequence while Coach watches for one success criterion and gives one kind cue; roles swap partway so both practise.

5. 23–27 min · Team share: mini-performance lines. Teacher sets up two or three “audience lines”. Each pair performs the sequence once with teacher counting; students in the audience practise “respectful watching” (quiet, still, clap on the end).

6. 27–30 min · Cool down and exit check. Teacher leads gentle arm stretches and breathing. Students complete a quick verbal exit check: “One thing I did well” and “One thing I will practise next time.”

Engaging activities for Year 1 students

• Freeze dance: Play music and have students dance freely, then freeze in a locking pose when the music stops.
• Mirror me: In pairs, one student leads simple locking moves while the other mirrors.
• Locking Simon Says: Teacher calls out locking moves for students to follow only if prefaced by "Simon says".
• Movement story: Create a short story where students act out locking moves to represent characters or actions.
• Locking relay: Small groups take turns performing the locking sequence in a fun relay format to encourage teamwork.

Resources

• Printed picture cards or whiteboard images showing reach, lock, return (simple shapes).
• An audio beat (phone/tablet speaker) or teacher claps at a steady tempo.
• Masking tape floor spots or cones to show personal space boundaries.
• Cue cards with “Reach / Lock / Return / Lock” (or matching student-friendly words).
• Optional: simple hand-pose props (paper cut-outs) for visual focus.
• Classroom space for safe partnering (no crowded edges).

Assessment

• Teacher observation during guided practice: Can students freeze cleanly on the lock cue?
• Pair coaching check: Do students give a kind, specific cue (e.g., “Your lock is strong when you freeze”)?
• Exit check: Students name one success and one goal for next time (short verbal response).

Differentiation

• Support:
• Provide sentence starters for coaching: “I noticed…”, “Try…”, “Your lock was…”.
• Use fewer sequence steps for students who need it (reach → lock only), then add return later.
• Offer physical modelling (hand-by-hand guiding) while maintaining dignity and consent.
• Extension:
• For students who master the sequence, invite a “style choice” (bigger reach, sharper lock, or slower freeze) while keeping control and safety.
• EAL/SEN considerations:
• Teach cues with consistent gestures and visual cards; repeat counts the same way each time.
• Allow non-verbal feedback options (thumbs up for “lock freeze”, point to the correct card) if speaking is difficult.
• Behaviour and safety:
• Clear partner expectations: gentle distance, no grabbing, and immediate freeze on the teacher cue.