Lesson 5 - Explore Jumping High
Foundation Jumping and Locomotion Through Playful Exploration
•Reception
•Fundamental Movement Skills
•Start Planning Better PE Lessons
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How can we use our whole body to jump as high as the sky?
Learning Objectives
- To explore different ways of jumping for height
- To develop safe landing techniques with bent knees
- To understand how arm swing helps jumping performance
Key Outcomes
- Students will demonstrate various jumping techniques safely
- Students will explain why we bend our knees when landing
- Students will show how arm movements help jumping higher
Equipment & Resources Required
Scattered around space to mark personal areas
Alternative: Bean bags, markers, chalk circles
Optional for marking jumping zones
Alternative: Chalk circles, rope circles, marked areas
For imaginary catching/heading activities
Alternative: Bean bags, scarves, balloons
For rhythm and starting/stopping activities
Alternative: Drum, tambourine, voice commands
Key Vocabulary
The moment when your feet leave the ground to start jumping
When your feet touch the ground after jumping
How high up in the air you can jump
Staying steady and not falling over when you land
Moving your arms to help you jump higher
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping on two feet
- Understanding of personal space
- Simple balance skills
Current Skills
- Jumping for height with arm swing
- Safe landing with bent knees
- One foot to two feet takeoff and landing
Next Steps
- Hopping (one foot to one foot)
- Jumping for distance
- Combining jumping with other movements
Milestone Indicators
Key Teaching Points
- Always emphasise bent knee landings for safety
- Demonstrate arm swing coordination clearly and repeatedly
- Connect jumping skills to familiar sports contexts
- Build from simple two-foot jumping to complex one-foot patterns
- Use positive reinforcement to build confidence
- Maintain personal space awareness throughout
- Progress gradually from basic jumping to hopping introduction
Common Misconceptions
- Children think jumping faster means jumping higher - emphasise technique over speed
- Students may focus on forward distance rather than height - redirect to vertical jumping
- Some believe landing hard shows strength - teach soft, controlled landings
- Children might think bigger arm movements are always better - show controlled, coordinated movements
- Students may assume hopping is the same as jumping - clearly demonstrate the difference
SEN Adaptations
ADHD
- Use shorter activity bursts, provide frequent positive feedback, incorporate movement throughout
dyspraxia
- Break down movements into smaller steps, provide additional practice time, use larger target areas
autism spectrum
- Provide clear routine structure, use visual schedule for lesson phases, offer quiet retreat space if needed
visual impairment
- Use verbal descriptions of all movements, provide tactile guidance for jumping technique, ensure clear pathways and boundaries
hearing impairment
- Use visual demonstrations extensively, employ clear hand signals for start/stop, provide written instruction cards
physical disability
- Adapt to seated jumping movements, focus on arm movements only, use modified equipment as needed
Cross-Curricular Links
English
Vocabulary development (takeoff, landing, height, balance), following instructions, describing movements and techniques
Maths
Counting jumps, measuring jump height, understanding high/higher/highest concepts, patterns in jumping sequences
Science
Forces and motion in jumping, gravity and falling, how muscles work to create movement, balance and coordination
PSHE
Building confidence, supporting others, resilience when learning new skills, celebrating achievements
Teacher Guidance
Positioning
Central location with clear sightlines to all students, move around space to observe technique closely
Observation Focus
Landing safety, arm coordination, spatial awareness, student confidence levels
Intervention Points
Step in immediately for unsafe landings, provide individual support for struggling students, manage over-enthusiasm
Demonstration Notes
Always demonstrate movements slowly and clearly, use exaggerated actions for visibility, repeat demonstrations multiple times, involve confident students in demonstrations
Verbal Cues
- •'Rocket arms to the sky!'
- •'Soft landings like a cat!'
- •'Same foot up, same foot down!'
- •'Reach for the clouds!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear space, suitable for 30 Reception students with 2m spacing
Surface Check
Dry, non-slip surface free from obstacles, appropriate for jumping activities
Equipment Safety
Safety Checks
- •Ensure cones have no sharp edges or cracks
- •Check balls are appropriately soft for age group
- •Store equipment safely away from activity area
Risk Management
Key Risks
- •Collisions between students during jumping
- •Heavy landings causing injury
- •Fatigue leading to poor technique
- •Students jumping beyond capabilities
Risk Mitigation
- •Clear personal space boundaries established and maintained
- •Constant emphasis on bent knee landings
- •Progressive skill building from simple to complex
- •Regular rest periods and technique checks
- •Teacher demonstration of all techniques before student attempts
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students simultaneously
- •Monitor landing technique continuously
- •Watch for signs of fatigue or overexertion
- •Ensure students maintain spatial awareness
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact school medical support if needed