Key Stage 1 PE · Dance

KS1 dance: moving to music, a guide for parents

Dance is part of the PE curriculum for children in Years 1 and 2, who are taught to perform dances using simple movement patterns. The first step is learning to listen to music and respond with their whole body: moving in time with the beat, showing a mood or character, and being confident enough to perform in front of others. No dance experience is needed, only willingness to move and imagine.

Dance: moving to music, explained

In school, dance lessons usually happen in the hall, often in bare feet or soft shoes. Children begin by listening. They may be asked to clap or tap the beat, which is the steady pulse in the music, and then to walk, march or bounce in time to it. Matching movement to a steady beat is a skill that takes practice, and many five- and six-year-olds find it quite difficult at first. Teachers use music of different speeds and styles so that children can notice the difference between fast and slow.

Next children learn to show ideas with their movement. Teachers often use a theme such as animals, weather, machines, toys or a story, and ask children to decide how the music makes them want to move. Heavy, slow music might suggest a giant or an elephant, and light, quick music might suggest raindrops or butterflies. Children think about how their body can change: big or small, fast or slow, high or low, strong or gentle. Schools choose which themes and music to use, so lessons differ from school to school.

Dance in primary school is also about the basics of movement. Children use the skills they have been learning in other lessons, such as balance, jumping and travelling, in a creative way. They learn to use the space safely, to start and finish still, and to move without touching others. Some schools teach simple folk or cultural dances from the UK or from other countries, while others focus on creating dances from scratch. Either is a legitimate choice, and the curriculum does not name specific dances.

Performing is a gentle part of the curriculum, not a stage show. Children may show a small group dance to the class, watch others and say what they liked, using words like “smooth”, “fast” or “strong”. The curriculum also aims for children to become more competent and confident and have chances to move individually and with others. For a shy child, watching, taking part in a group and building up to a solo can be a good path.

Words your child will hear

Beat: The steady pulse in music, like a heartbeat, that you can clap or tap along to.
Rhythm: A pattern of long and short sounds or movements.
Tempo: How fast or slow the music or the dance is.
Mood: The feeling of a piece of music or dance, such as happy, calm or scary.
Travel: Move from one place to another, such as walking, skipping or sliding.
Freeze: Stop completely still in a shape, usually at the start or end of a dance.
Perform: Show your dance to other people.

What the National Curriculum says

The programme of study for Key Stage 1 says:

Pupils should be taught to perform dances using simple movement patterns
Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others.

Objectives from the National Curriculum in England, © Crown copyright, used under the Open Government Licence v3.0.

Try it: a short dance to music

How can your child go from listening to a piece of music to performing a short dance of their own?

Choose a piece of music with a clear steady beat and a mood you can describe, such as a bouncy tune or a slow, dreamy one. Clear a safe space and check the floor is not slippery. Bare feet on carpet, or shoes with a good grip, are safer than socks on a smooth floor.
Listen first. Ask your child to clap the beat, then march or bounce in time to it. Notice if the music is fast or slow and decide what it makes you think of, for example a robot, a bird or a rainy day.
Choose three movements that fit the idea, such as stomp, spin and stretch for a robot. Practise each one separately, making them big and clear.
Put the movements in an order and add a start pose and an end pose. For example: freeze like a statue, stomp, spin, stretch, freeze again.
Perform it to the music from beginning to end. Ask your child to keep going if they forget a move, and to hold the final freeze until the music finishes.
Ask what went well and what to change next time. For example: “Which part felt most like a robot?” or “Could the spin be faster?” Repeat with the change.

A model performance is a dance with a clear beginning, middle and end, movements that match the mood of the music, and the child staying in their own space. It does not have to be in perfect time. What matters is that your child listened to the music, made choices about how to move, and was confident enough to show it.

Common mistakes and how to help

Thinking there is one right way to dance

Children see choreographed dances on screens and assume that dancing means copying fixed steps, so they are afraid of getting it wrong.

What helps: Ask open questions such as “how could you move like a cat?” and accept any sensible answer. Celebrate different ideas in the same family, so that choosing becomes a strength.

Moving out of time and believing that means failure

Matching steps to a beat is a developing skill. Many children move faster or slower than the music at first.

What helps: Practise by clapping the beat, then walking to it, before adding dance moves. Choose music with a clear, steady pulse and slower tempo to start.

Feeling embarrassed and refusing to perform

Dancing can feel exposed, especially for a child who is worried about being laughed at or does not like being the centre of attention.

What helps: Let your child dance with you, with a sibling, or even with a favourite toy first. Move on to a short show for one person when they are ready. Never force a performance.

Moving without noticing other people or the space

Excited children can focus on their own movements and forget about the dancers nearby, which leads to bumping.

What helps: Introduce the idea of a personal bubble. Ask your child to stretch their arms out to check there is room, and to travel in curves or around others rather than straight through.

How to help at home

Freeze dance. Play music and ask your child to dance, then pause the music and have them freeze in a shape. Ask them to make the shape low, high, wide or narrow to practise control.
Dance with a theme. Pick a topic such as weather, jungle animals or a day at the seaside, and dance it to different music. Ask “what would a storm look like in dance?” and let your child lead.
Clap the beat. Choose a favourite song, clap or tap the beat together, then walk in time, then dance. This builds the sense of rhythm that makes performing easier.
Family performance. Ask your child to show a short dance to the family, who clap at the end and say one thing they liked. Keep it positive and short, and let your child decide who watches.

Leads on to

Key Stage 2: Dance and movement patterns