Body Awareness & Movement Control
•Reception
•Fundamental Movement Skills
•Spread around the space with room to move between them
Alternative: Chalk circles, rope circles laid flat
Pairs use 2 cones to mark start and finish points
Alternative: Bean bags, markers, painted lines
Large foam dice work best for young children
Alternative: Number cards 1-6, spinner with numbers
Start with single mats, stack for progression
Alternative: Folded blankets, cushions
Ensure benches are stable and appropriate height
Alternative: Low sturdy boxes, stable platforms
Use as landing targets around benches
Alternative: Paper plates, chalk marks
Ensure all children can hear signals clearly
Alternative: Tambourine, whistle for signals
When both feet leave the ground at the same time to start a jump
When both feet touch the ground at the end of a jump
Landing position with knees bent like sitting on an invisible chair
Equipment we use in PE like mats, benches, and hoops
Being able to stop and balance when we want to
Understanding where pupils are coming from and where they're going
Following instructions, describing movements, using positional vocabulary
Counting jumps, recognising odd and even numbers, measuring distances
Understanding forces needed for jumping, gravity affecting landing
Building confidence, taking appropriate risks, supporting others
Move between stations to provide close supervision, especially at apparatus
Watch for consistent two-foot take-off, controlled landings, building confidence
Step in if children attempt beyond capability or show unsafe technique
Always demonstrate perfect technique, exaggerate key points like bent knees, use positive examples from children
Minimum 15m x 10m hall space, clear of obstacles
Non-slip, even surface suitable for jumping activities
Stop activity immediately, assess child, provide appropriate first aid, contact office if injury requires attention
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