Lesson 5 - Travelling Over and Under Apparatus
Body Awareness & Creative Move
•Reception
•Fundamental Movement Skills
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How can we use our bodies to move over, under, and around different obstacles safely?
Learning Objectives
- To develop spatial awareness by negotiating high and low apparatus
- To explore different ways of travelling over and under equipment
- To work cooperatively with a partner to create pathways and challenges
Key Outcomes
- Students will demonstrate safe movement over and under various apparatus
- Students will show improved coordination when negotiating obstacles
- Students will work effectively with partners to create and follow pathways
Equipment & Resources Required
Various heights - some low (20cm), some medium (40cm)
Alternative: PE boxes or sturdy chairs
Different heights for crawling under
Alternative: Large PE boxes or A-frames
Place under and around apparatus for safety
Alternative: Carpet tiles or blankets
For creating pathways and collection tasks
Alternative: Bean bags or markers
Upbeat, moderate tempo music
Alternative: Singing or clapping rhythm
Ensure mats placed underneath for safety
Alternative: Climbing frame or PE boxes stacked
Key Vocabulary
Moving above something by climbing, stepping, or jumping
Moving below something by crawling, rolling, or sliding
The equipment we use for PE activities like benches, mats, and boxes
The route we take when moving from one place to another
To find a way past or through an obstacle safely
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic spatial awareness from previous body management lessons
- Understanding of high and low concepts
- Experience of following simple movement patterns
Current Skills
- Negotiating apparatus at different heights
- Making decisions about movement pathways
- Working cooperatively with a partner
Next Steps
- More complex apparatus combinations
- Creating sequences of movements
- Linking movements smoothly together
Milestone Indicators
Key Teaching Points
- Safety must always be the priority - emphasise looking before moving and controlled movements
- Encourage children to choose apparatus appropriate for their ability level rather than copying others
- Focus on the process of exploration and problem-solving rather than just successful completion
- Use partner work to develop cooperation skills and mutual support
- Connect movements to real-world experiences children can relate to
- Celebrate creative solutions and different approaches to the same challenge
- Build vocabulary through constant use of positional language during activities
Common Misconceptions
- That faster movement means better movement - emphasise control and safety over speed
- That all children should use the same apparatus - encourage individual challenge levels
- That falling or struggling means failure - reframe as learning opportunities
- That physical activity doesn't require thinking - highlight problem-solving aspects
- That competition is necessary for engagement - focus on personal challenge and cooperation
SEN Adaptations
ADHD
- Keep instructions brief and clear, provide frequent movement breaks, use positive reinforcement regularly, allow some choice in activity order
dyspraxia
- Break down movements into smaller steps, provide additional practice time, use larger apparatus for easier success, give verbal cues for body positioning
autism spectrum
- Provide visual schedule of activities, allow extra time to process instructions, create quiet retreat space if needed, use consistent routine and clear expectations
visual impairment
- Use bright coloured apparatus, provide tactile exploration of equipment before use, use buddy system for guidance, give clear verbal descriptions of spatial layout
hearing impairment
- Use visual demonstrations and clear hand signals, ensure child can see teacher's face for lip reading, use visual cues for start/stop signals
physical disability
- Adapt apparatus height, provide alternative movements (rolling instead of crawling), allow use of mobility aids, focus on achievable challenges
Cross-Curricular Links
Science
Understanding forces needed for different movements, observing how body parts work together for coordination
PSHE
Cooperation and teamwork, taking turns fairly, encouraging others, building confidence through challenge
Teacher Guidance
Positioning
Circulate actively between apparatus stations, positioning to see multiple groups simultaneously
Observation Focus
Watch for safe movement patterns, appropriate challenge level selection, and positive partner cooperation
Intervention Points
Step in when children attempt apparatus beyond ability, when safety rules are forgotten, or when partnerships need support
Demonstration Notes
Demonstrate movements slowly and clearly, emphasising safety points. Show different ways to approach the same apparatus to cater for different abilities
Verbal Cues
- •'Look where you're placing your hands and feet'
- •'Take your time - this isn't a race'
- •'Help your partner by watching and encouraging'
- •'Choose the height that feels right for you'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space (hall or gymnasium) minimum 15m x 12m with high ceiling for apparatus
Surface Check
Clean, dry, non-slip floor surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats placed under and around all apparatus
- •Equipment appropriate for Reception age group height and strength
- •No damaged or worn equipment in use
Risk Management
Key Risks
- •Falls from apparatus
- •Head bumps when moving under equipment
- •Collisions between children
- •Inappropriate use of apparatus beyond ability level
Risk Mitigation
- •Clear safety rules established and reinforced throughout
- •Adult supervision and spotting at challenging apparatus
- •Appropriate progression from simple to complex movements
- •Adequate spacing between apparatus and between children
- •Mats positioned for safe landing and crawling areas
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations
- •Actively circulate to support children at challenging points
- •Monitor for fatigue affecting movement quality
- •Watch for children attempting movements beyond their ability
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other children are safe and calm while dealing with emergency