🎓

Lesson 5 - Explore Jumping High

Foundation Jumping and Locomotion Through Playful Exploration

•

Reception

•

Fundamental Movement Skills

•

30 min

Big Question

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

Coloured Cones

20-30

Scattered around space to mark personal areas

Alternative: Bean bags, markers, chalk circles

Hoops

15 (half class size)

Optional for marking jumping zones

Alternative: Chalk circles, rope circles, marked areas

Softballs

6-8

For imaginary catching/heading activities

Alternative: Bean bags, scarves, balloons

Music Player

For rhythm and starting/stopping activities

Alternative: Drum, tambourine, voice commands

Key Vocabulary

Take off

The moment when your feet leave the ground to start jumping

Landing

When your feet touch the ground after jumping

Height

How high up in the air you can jump

Balance

Staying steady and not falling over when you land

Arm swing

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

Consistent safe landings

Coordinated arm and leg movements

Understanding of jumping applications in sport

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