Lesson 4 - Travelling Around, Under, Over and Through
Exploring Movement Patterns Through Playful Travel and Balance
•Nursery
•Gymnastics
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How can we use our bodies to move safely through different spaces like animals in the jungle?
Learning Objectives
- To travel with confidence and skill around, under, over and through apparatus
- To travel, stop and balance with control in curled or stretched shapes
- To link 2 movements together with control
Key Outcomes
- Students will demonstrate confident travelling movements in multiple directions
- Students will show control when stopping and balancing in different body shapes
- Students will safely navigate apparatus using appropriate travelling skills
Equipment & Resources Required
Keep hidden behind back, reveal when needed
Alternative: Coloured scarves or large cards
Spaced around activity area for rolling
Alternative: Carpet tiles or yoga mats
Various heights, some for crawling under/over
Alternative: Low balance beams or chalk lines
Placed at various stations for jumping
Alternative: Chalk circles on floor
Laid straight for tightrope walking
Alternative: Tape lines on floor
Various heights for jumping from
Alternative: Cushions or low platforms
Flat on ground for stepping patterns
Alternative: Chalk ladder on floor
For rolling down safely
Alternative: Folded mats to create incline
Show equipment setup positions
Alternative: Simple drawings on paper
Key Vocabulary
Moving from one place to another using different body actions
Making your body small and round like a ball
Making your body long and tall by reaching up or out
Staying still and steady without wobbling or falling
Equipment used in gymnastics like benches, mats and hoops
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic spatial awareness and movement patterns
- Understanding of stop and go commands
- Simple balancing on two feet
Current Skills
- Travelling in different directions with control
- Using curled and stretched body shapes
- Navigating around, under, over and through obstacles
Next Steps
- Combining travelling with rolling movements
- Using apparatus with greater confidence
- Creating simple movement sequences
Milestone Indicators
Key Teaching Points
- Emphasise safety awareness around apparatus at all times
- Encourage exploration and creativity within safe boundaries
- Focus on process and effort rather than perfect performance
- Use jungle adventure theme to maintain engagement
- Connect movements to real-life situations children understand
- Provide clear demonstrations before each new activity
- Allow time for practice and repetition to build confidence
Common Misconceptions
- Children thinking faster movement is always better - emphasise control
- Believing they must copy exactly what others do - encourage individual interpretation
- Thinking apparatus is scary - build confidence gradually
- Assuming curled means loose - teach tight, controlled positions
- Believing stretched just means tall - show different directions for stretching
SEN Adaptations
ADHD
- Short activity bursts, clear boundaries marked, frequent positive feedback and movement breaks
dyspraxia
- Larger apparatus for easier navigation, extra practice time, simplified movement patterns
autism spectrum
- Clear visual schedule of activities, quiet area available if needed, consistent routine structure
visual impairment
- Use bright coloured equipment, verbal descriptions of apparatus layout, buddy system for navigation
hearing impairment
- Visual demonstrations of all movements, hand signals for stop/go, written instruction cards
physical disability
- Adapted apparatus heights, alternative movements for wheelchair users, seated versions of activities
Cross-Curricular Links
English
Following instructions and adventure story vocabulary. Describing movements and positions
Maths
Positional language - around, under, over, through. Counting equipment pieces and movements
Science
How our bodies move and balance. Understanding forces when jumping and landing
Geography
Directional vocabulary and pathways. Mapping routes around apparatus
PSHE
Working together to set up equipment. Taking turns and sharing apparatus safely
Teacher Guidance
Positioning
Move around room to observe all children, position at apparatus during rotations
Observation Focus
Watch for safe apparatus approach, quality of travelling movements, confidence development
Intervention Points
Step in if children approach apparatus unsafely, provide support for nervous children
Demonstration Notes
Use clear, exaggerated movements. Show both correct technique and common errors to correct
Verbal Cues
- •'Strong bodies!'
- •'Eyes looking forward!'
- •'Land like a cat - quietly!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 10m clear space, soft surface preferred
Surface Check
Non-slip surface, free from obstacles and hazards
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned under all jumping areas
- •Benches at appropriate height for age group
- •No sharp edges or protruding parts
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between children
- •Inadequate landing technique
- •Equipment instability
Risk Mitigation
- •Clear movement instructions given
- •Controlled numbers at each station
- •Progressive skill development
- •Continuous supervision and spacing
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus
- •Move around to monitor technique
- •Intervene if unsafe practices observed
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or comfort