Lesson 4 - Bridges and Tunnels
Body Awareness & Creative Move
•Reception
•Fundamental Movement Skills
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How can we use our bodies to create different shapes and move in creative ways?
Learning Objectives
- Develop spatial awareness through varied locomotion patterns
- Create and maintain stable bridge positions using different body parts
- Work cooperatively with partners to navigate through and around body shapes
Key Outcomes
- Students will demonstrate controlled stepping, striding, hopping and bounding movements
- Students will create stable bridge positions and safely navigate through tunnels
- Students will show improved balance and coordination when working with partners
Equipment & Resources Required
Spread around hall as 'islands', ensure safe spacing
Alternative: Marked floor spaces, carpet squares
Various distances apart (1-3 metres) across activity area
Alternative: Bean bags, markers, quoits
For extension activities - sliding through tunnels
Alternative: Small balls, shuttlecocks
For direction changes and game signals
Alternative: Clap, verbal commands
Key Vocabulary
A body shape that creates an arch with clear space underneath
The space underneath a bridge that someone can move through
Taking big steps with one foot always touching the ground
Like a big jump-step where both feet briefly leave the ground
Staying steady and controlled without wobbling or falling
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic walking and running movements
- Simple balancing on different body parts
- Following simple instructions and taking turns
Current Skills
- Controlled locomotion with varied step patterns
- Creating stable bridge positions using multiple body parts
- Cooperative partner work and spatial awareness
Next Steps
- Linking movements into sequences
- Creating moving bridges and dynamic tunnels
- Partner sequences combining bridges and locomotion
Milestone Indicators
Key Teaching Points
- Always emphasise safety and control over speed and competition
- Use clear, simple language with demonstrations for all instructions
- Encourage individual progress rather than comparison with others
- Build from simple movements to more complex combinations gradually
- Maintain focus on cooperation and supporting partners throughout
- Celebrate effort and improvement, not just final achievement
- Connect movements to real-world examples (animals, everyday actions)
Common Misconceptions
- Children thinking bridges must be high - explain that stable low bridges are perfectly good
- Believing faster movement is better - emphasise control and quality over speed
- Thinking partner work is about competition - stress cooperation and helping each other
- Assuming all children must achieve the same level - celebrate individual progress
- Expecting immediate perfection - explain that learning takes practice and mistakes are normal
SEN Adaptations
ADHD
- Short activity bursts with clear transitions, visual and verbal cues for focus, immediate positive feedback
dyspraxia
- Break movements into smaller steps, additional practice time, use of verbal prompts for coordination
autism spectrum
- Clear visual schedule of activities, designated quiet space if overwhelmed, consistent routine and structure
visual impairment
- Use bright coloured mats and cones, provide verbal descriptions of all movements, buddy system for navigation
hearing impairment
- Use visual signals and demonstrations, clear visual cues for start/stop, written instruction cards
physical disability
- Adapt bridge positions to individual capabilities, use supportive equipment where needed, modified movement patterns
Cross-Curricular Links
Maths
Counting island capacity, measuring stride lengths, comparing big and small steps
Science
Exploring forces and balance, understanding body mechanics and lever systems
PSHE
Cooperation and turn-taking, building confidence, supporting others' learning
Teacher Guidance
Positioning
Move around perimeter during activities to observe all children, position centrally for demonstrations
Observation Focus
Watch for safe technique, cooperative behaviour, and progressive skill development
Intervention Points
Step in when bridges become unstable, if children are moving too fast, or if cooperation breaks down
Demonstration Notes
Always demonstrate movements clearly and slowly, emphasising safety points before speed or challenge
Verbal Cues
- •'Soft landings!' for jumping movements
- •'Make space!' for bridge positions
- •'Gentle movements!' during partner work
Safety Considerations
Space & Surface Requirements
Space Requirements
Full hall space (minimum 10m x 8m) with clear boundaries
Surface Check
Clean, dry, non-slip surface free from obstacles
Equipment Safety
Safety Checks
- •Mats checked for tears or damage
- •Cones stable and in good condition
- •Beanbags properly filled and sealed
Risk Management
Key Risks
- •Collisions during movement activities
- •Falls during balancing activities
- •Wrist strain from bridge positions
- •Overexertion in young children
Risk Mitigation
- •Clear movement boundaries established
- •Adequate spacing between participants
- •Progressive skill building from simple to complex
- •Constant supervision during partner work
- •Emphasis on controlled movement over speed
Supervision & Emergency Procedures
Supervision Points
- •Position to see all children during games
- •Move around during bridge practice to check technique
- •Monitor partnership interactions for safety and cooperation
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact school first aider if needed