Lesson 1 - Mirroring and Travelling with Apparatus
Exploring Movement Patterns Through Playful Travel and Balance
•Nursery
•Gymnastics
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How can we copy our friends' movements and travel safely around different equipment?
Learning Objectives
- To mirror a friend's movements with increasing accuracy
- To create a simple sequence of movements with a partner
- To travel safely around, under, over and through apparatus
Key Outcomes
- Children will demonstrate mirroring skills with a partner
- Children will work together to create a 3-movement sequence
- Children will navigate apparatus safely showing spatial awareness
Equipment & Resources Required
Keep behind teacher's back for warm-up activity
Alternative: Coloured cards or scarves
Scattered around circuit area for jumping between
Alternative: Chalk circles or masking tape circles
Tape to floor in straight lines for tightrope walking
Alternative: Masking tape lines on floor
Height no more than 20cm for safety
Alternative: Low balance beams or thick planks
Placed flat on floor around circuit
Alternative: Large circles drawn on floor
Spread evenly around circuit for rolling activities
Alternative: Carpet squares or yoga mats
Maximum height 30cm for safe jumping
Alternative: Small boxes or low platforms
Key Vocabulary
Copying someone's movements exactly like looking in a mirror
A set of movements done one after another in order
The equipment we use for gymnastics like mats, benches, and hoops
Staying steady and not falling over
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and control
- Understanding of stop and go signals
- Experience working with a partner
Current Skills
- Mirroring movements accurately
- Creating simple movement sequences
- Safe apparatus usage
Next Steps
- More complex mirroring patterns
- Longer movement sequences
- Independent apparatus circuits
Milestone Indicators
Key Teaching Points
- Mirroring requires slow, controlled movements that partners can follow
- Safety on apparatus means following instructions and using equipment appropriately
- Good partnerships involve listening, taking turns, and helping each other
- Sequences need clear beginnings, middles, and ends that can be repeated
- Different movement qualities (fast/slow, heavy/light) create variety and expression
- Spatial awareness keeps everyone safe during group activities
- Practice makes improvement - sequences get better with repetition
Common Misconceptions
- Thinking mirroring means using the same arm (not opposite like a real mirror) - demonstrate with actual mirror
- Believing faster movements are better - emphasise control and accuracy over speed
- Assuming apparatus is for climbing high - focus on safe, controlled travelling movements
- Thinking sequences must be complex - celebrate simple, well-executed movements
- Believing only perfect movements count - emphasise effort and improvement over perfection
SEN Adaptations
ADHD
- Clear boundaries, regular movement breaks, shorter activity segments, clear start/stop signals
dyspraxia
- Larger apparatus spacing, extra practice time, simplified movement patterns, step-by-step instruction breakdown
autism spectrum
- Clear routine structure, visual schedule if helpful, quiet spaces available, consistent partner arrangements
visual impairment
- Use verbal descriptions of movements, partner guidance, bright coloured apparatus for contrast
hearing impairment
- Visual demonstrations emphasised, partner modelling, use of visual signals for instructions
physical disability
- Adapted apparatus heights, alternative movement options, seated versions of activities where needed
Cross-Curricular Links
Communication and Language
Following multi-step instructions, using descriptive language for movements, discussing partnership and cooperation
Mathematics
Counting movements in sequences (1, 2, 3), spatial awareness (over, under, through), time concepts (before, after, first, second)
Personal Development
Building confidence, cooperation skills, patience and turn-taking, celebrating achievements
Understanding the World
Understanding cause and effect in movement, exploring how bodies move in different ways
Teacher Guidance
Positioning
Central position during circle activities, mobile during apparatus circuit for constant supervision
Observation Focus
Watch for accurate mirroring technique, safe apparatus use, and positive partner interactions
Intervention Points
Step in when partnerships struggling, unsafe apparatus technique observed, or children becoming frustrated
Demonstration Notes
Use exaggerated movements for clarity, demonstrate with confident child volunteers, show both correct and incorrect examples for contrast
Verbal Cues
- •'Slow and smooth like you're moving through honey!'
- •'Show me your best statue freeze!'
- •'Help your partner by moving slowly!'
- •'Safety first - let me show you again!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, with additional apparatus circuit area
Surface Check
Even, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •All apparatus height-appropriate for Nursery (maximum 30cm)
- •Benches stable and non-slip surface checked
- •Mats placed under jumping apparatus
- •Hoops checked for cracks or sharp edges
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions during mirroring activities
- •Overconfidence leading to unsafe movements
Risk Mitigation
- •Constant adult supervision during apparatus use
- •Clear safety demonstrations before each activity
- •Appropriate spacing maintained throughout
- •Progressive skill building from simple to complex
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations
- •Move continuously during circuit activities
- •Intervene immediately for unsafe technique
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, notify school procedures if needed