Lesson 3 - Jumping and Sequencing
Exploring Movement Patterns Through Playful Travel and Balance
•Nursery
•Gymnastics
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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
Scattered around activity area, 3 per team
Alternative: Cones, hoops laid flat, or tape crosses
Create pond boundaries 4 metres apart
Alternative: Blue hoops or blue tape lines
Placed between blue cones to create crossing pathways
Alternative: Large circles drawn in chalk or tape
Placed at far side of pond for collection
Alternative: Small balls, foam shapes, or scarves
For log rolling and safe landing areas
Alternative: Carpet squares or yoga mats
Height appropriate for crawling under/sliding along
Alternative: Balance beams or wooden planks (supervised)
Maximum 30cm height for safe jumping
Alternative: Sturdy boxes or gym blocks
Create tightrope walking lines 3 metres long
Alternative: Chalk lines or coloured tape
For recording sequences and apparatus setup reference
Alternative: Smartphone or video camera
Key Vocabulary
Pushing off the ground with one or both feet and landing safely
Coming down from a jump with bent knees and balanced body
A series of movements performed one after another
Equipment used in gymnastics like mats, benches, and hoops
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
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