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Lesson 3 - Jumping and Sequencing

Exploring Movement Patterns Through Playful Travel and Balance

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Nursery

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Gymnastics

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51 min

Big Question

How can we use our whole body to jump like different animals and create amazing sequences?

Learning Objectives

To develop different types of jumping movements with safe landing techniques
To create and perform a simple 3-movement sequence
To use apparatus safely and imaginatively while sharing equipment appropriately

Key Outcomes

Students will demonstrate at least 3 different jumping patterns with bent knees and controlled landings
Students will create and perform a sequence containing different types of jumps
Students will show they can share apparatus and take turns safely

Equipment & Resources Required

Mats

30 (for molehills)

Scattered around activity area, 3 per team

Alternative: Cones, hoops laid flat, or tape crosses

Cones

8 (4 each side of pond)

Create pond boundaries 4 metres apart

Alternative: Blue hoops or blue tape lines

Hoops

12 (lily pads)

Placed between blue cones to create crossing pathways

Alternative: Large circles drawn in chalk or tape

Balls

18 (6 per group as 'bugs')

Placed at far side of pond for collection

Alternative: Small balls, foam shapes, or scarves

Gymnastics Mats

For log rolling and safe landing areas

Alternative: Carpet squares or yoga mats

Benches

Height appropriate for crawling under/sliding along

Alternative: Balance beams or wooden planks (supervised)

Tables

Maximum 30cm height for safe jumping

Alternative: Sturdy boxes or gym blocks

Ropes

4 (taped to floor)

Create tightrope walking lines 3 metres long

Alternative: Chalk lines or coloured tape

Tablets

For recording sequences and apparatus setup reference

Alternative: Smartphone or video camera

Key Vocabulary

Jumping

Pushing off the ground with one or both feet and landing safely

Landing

Coming down from a jump with bent knees and balanced body

Sequence

A series of movements performed one after another

Apparatus

Equipment used in gymnastics like mats, benches, and hoops

Balance

Staying steady and in control of your body

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic two-foot jumping and landing
Following simple movement instructions
Understanding of taking turns

Current Skills

Different jumping patterns (one foot to two feet, two feet to two feet, hopping)
Creating simple movement sequences
Safe apparatus handling and sharing

Next Steps

More complex jumping combinations
Longer movement sequences with smooth transitions
Independent apparatus setup and safety checking

Milestone Indicators

Consistently bends knees on landing

Can demonstrate different jump types on command

Shows spatial awareness when moving with others

Key Teaching Points

Always emphasise bent knees for safe landing - 'like springs' or 'shock absorbers'
Use driving arms upward to generate power and height in jumps
Plan movement pathways before starting - 'look before you leap'
Encourage variety in jumping patterns to develop different skills
Model safe apparatus handling for next week's independent setup
Celebrate effort and improvement rather than just perfect technique
Use imaginative contexts (frogs, moles) to maintain engagement and provide movement cues

Common Misconceptions

Misconception: 'Jumping higher is always better' - Correction: Focus on control and safe landing rather than maximum height
Misconception: 'All jumps are the same' - Correction: Explain different purposes for one-foot vs two-foot takeoffs
Misconception: 'Landing should be silent' - Correction: Some sound is normal, focus on bent knees and balance
Misconception: 'Apparatus is just for playing on' - Correction: Teach specific skills and techniques for each piece of equipment
Misconception: 'Sequences must be perfect' - Correction: Emphasise creativity and personal expression over perfection

SEN Adaptations

ADHD

Shorter activity bursts with frequent changes, clear boundaries marked visually, immediate positive feedback for focus

dyspraxia

Break down movements into smaller steps, use rhythm and counting to help coordination, allow extra practice time

autism spectrum

Clear visual schedule of activities, quiet space available for breaks, consistent routine and predictable structure

visual impairment

Use brightly coloured equipment, provide verbal descriptions of apparatus layout, buddy system for guidance around obstacles

hearing impairment

Use visual signals for start/stop, demonstrate all activities clearly, written or picture instructions available

physical disability

Seated jumping movements using arms, modified apparatus heights, alternative 'jumping' using different body parts

Cross-Curricular Links

Maths

Counting jumps in sequences, identifying patterns in movement, understanding spatial concepts like over/under/through

Science

Exploring forces in jumping and landing, understanding how muscles work, investigating balance and gravity

PSHE

Building confidence through physical achievement, learning to take turns and share, developing resilience when activities are challenging

Teacher Guidance

Positioning

Move constantly around activity area, position at corner during demonstrations to maintain visual contact with all children

Observation Focus

Watch for: bent knees on landing, balanced takeoffs, appropriate risk-taking, positive social interactions

Intervention Points

Step in when: children not following safety rules, technique needs correction, conflicts over equipment sharing

Demonstration Notes

Always demonstrate at child height, use exaggerated movements for clarity, include sound effects to maintain engagement

Verbal Cues

•'Bend those knees like springs!'
•'Arms up for power!'
•'Quiet landings like ninjas!'
•'Plan your path like a frog!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m clear space, additional storage area for apparatus

Surface Check

Non-slip surface essential, check for wet patches or debris before lesson

Equipment Safety

Safety Checks

•Check all apparatus stable and age-appropriate height
•Ensure mats are thick enough for landing and properly positioned
•Verify spots and hoops lie completely flat

Risk Management

Key Risks

•Falls from apparatus landing incorrectly
•Collisions during warm-up activities
•Strain from improper jumping technique
•Apparatus sliding or tipping during use

Risk Mitigation

•Demonstrate proper landing technique repeatedly
•Maintain clear spacing between children during activities
•Use appropriate apparatus heights for Nursery age
•Constant supervision during apparatus work

Supervision & Emergency Procedures

Supervision Points

•Position to see all children during warm-up games
•Stay mobile during apparatus work to monitor all stations
•Watch for fatigue which can lead to poor technique

Emergency Procedures

Stop activity immediately for any injury, assess need for first aid, remove other children from immediate area if needed