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Lesson 5 - Travelling High and Low with Linking Movements

Exploring Movement Patterns Through Playful Travel and Balance

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Nursery

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Gymnastics

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45 min

Big Question

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

Music Player

Positioned where all children can hear clearly

Alternative: Tablet/phone with speakers

Gymnastics Mats

4-6

Spread around the activity area

Alternative: Carpet squares or towels

Gymnastics Benches

Positioned with clear space around them

Alternative: Low, stable benches or balance beams

Hoops

6-8

Placed on floor in activity circuit

Alternative: Rope circles or chalk circles

Rope

Laid straight on the floor

Alternative: Masking tape lines on floor

Sun Markers

10-12

Scattered around for leaping practice

Alternative: Paper plates or bean bags

SAQ Ladders

Laid flat on the ground

Alternative: Chalk lines or rope ladders

Wedge

2-3

Positioned for safe rolling practice

Alternative: Folded mats or pillows

Key Vocabulary

Pathways

The route we take when moving - straight, curved, zigzag, or circular

Stepping

Moving forward with high knees and pointed toes in a controlled way

High travelling

Moving while keeping your body tall and stretched upwards

Low travelling

Moving while keeping your body close to the ground

Body tension

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

Shows clear differentiation between high and low

Links movements without stopping

Demonstrates body tension throughout

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