Lesson 5 - Travelling High and Low with Linking Movements
Exploring Movement Patterns Through Playful Travel and Balance
•Nursery
•Gymnastics
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How can we travel like different people who help us while moving high and low?
Learning Objectives
- To travel high and low using different pathways with control
- To link two movements together smoothly
- To understand and demonstrate basic safety when using apparatus
Key Outcomes
- Students will demonstrate controlled travelling at different levels
- Students will successfully link two contrasting movements
- Students will show awareness of safety when moving around apparatus
Equipment & Resources Required
Positioned where all children can hear clearly
Alternative: Tablet/phone with speakers
Spread around the activity area
Alternative: Carpet squares or towels
Positioned with clear space around them
Alternative: Low, stable benches or balance beams
Placed on floor in activity circuit
Alternative: Rope circles or chalk circles
Laid straight on the floor
Alternative: Masking tape lines on floor
Scattered around for leaping practice
Alternative: Paper plates or bean bags
Laid flat on the ground
Alternative: Chalk lines or rope ladders
Positioned for safe rolling practice
Alternative: Folded mats or pillows
Key Vocabulary
The route we take when moving - straight, curved, zigzag, or circular
Moving forward with high knees and pointed toes in a controlled way
Moving while keeping your body tall and stretched upwards
Moving while keeping your body close to the ground
Keeping muscles firm and strong to control our movements
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic locomotor movements (walking, running, jumping)
- Understanding of high and low levels
- Following simple instructions
Current Skills
- Controlled travelling at different levels
- Linking movements together
- Using apparatus safely
Next Steps
- Creating longer movement sequences
- Travelling with rhythm and timing
- More complex apparatus work
Milestone Indicators
Key Teaching Points
- Body tension is essential for controlled movement - teach children to make their muscles 'strong and firm'
- Clear differentiation between high and low levels helps children understand the concept better
- Smooth linking requires practice - don't expect perfection immediately
- Safety with apparatus comes from proper setup and controlled movements
- Positive encouragement builds confidence to try challenging movements
- Partner work develops both physical skills and social cooperation
- Self-assessment helps children reflect on their own learning and progress
Common Misconceptions
- Children think 'high' means jumping - clarify it means keeping body elevated/stretched upward
- Many believe fast movement shows more skill - emphasise control and technique over speed
- Some children think apparatus work is separate from floor skills - connect high/low concepts throughout
- Children may think they need perfect technique immediately - stress that practice and improvement are the goals
- Some believe only physical skill matters - highlight the importance of cooperation and helping others
SEN Adaptations
ADHD
- Use shorter activity bursts, provide regular movement breaks, give clear positional boundaries for each activity
dyspraxia
- Break down movements into smaller steps, provide extra practice time, use larger apparatus for easier success
autism spectrum
- Provide visual schedule of lesson sections, allow extra processing time for instructions, create quiet space available if needed
visual impairment
- Use verbal descriptions of all movements, provide physical guidance for apparatus setup, ensure clear auditory signals for traffic lights game
hearing impairment
- Use visual demonstrations, hand signals for traffic lights, ensure child can see teacher clearly for all instructions
physical disability
- Adapt movements to seated or supported positions, modify apparatus height, provide alternative ways to show high/low (arm movements)
Cross-Curricular Links
Maths
Counting movements in sequences, understanding patterns (high-low-high-low), recognising geometric shapes in pathways
Science
Understanding how muscles work together for control, exploring forces when jumping and landing, discussing balance and gravity
Teacher Guidance
Positioning
Move around the space to see all children, position near apparatus during circuit for close supervision
Observation Focus
Watch for body tension, controlled movements, safe apparatus use, and positive interactions between children
Intervention Points
Step in if children struggling with balance, unsafe apparatus use, or need help with equipment setup
Demonstration Notes
Always demonstrate at child's eye level, exaggerate key teaching points, use children as positive examples where appropriate
Verbal Cues
- •'Strong muscles for control!'
- •'Point those toes!'
- •'Show me high then low!'
- •'Help your partner!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, with additional area for apparatus setup
Surface Check
Clean, dry, non-slip surface suitable for floor work and apparatus
Equipment Safety
Safety Checks
- •Check all apparatus is stable before children use
- •Ensure mats are positioned under all jumping activities
- •Verify ropes are securely laid and won't slip
- •Check benches are appropriate height for age group
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions during free movement
- •Slips during stepping activities
- •Equipment falling during setup
Risk Mitigation
- •Adult supervision during all apparatus setup
- •Clear boundaries established for movement areas
- •Adequate spacing maintained between children
- •Progressive skill building from floor to apparatus work
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations
- •Move around space during circuit work
- •Monitor closely during equipment setup phase
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid, ensure other children remain calm and seated