Lesson 6 - Different Ways to Travel
Foundation Movement Skills and Body Awareness
•Reception
•Fundamental Movement Skills
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How many different ways can our bodies move through space?
Learning Objectives
- To explore different ways to travel
- To handle equipment effectively
- To move confidently in a range of ways
Key Outcomes
- Students will demonstrate at least 4 different travelling movements
- Students will safely navigate space whilst moving
- Students will show good control and coordination in movements
Equipment & Resources Required
Distribute around area for boundaries and obstacles
Alternative: Bean bags, markers, spots
Key Vocabulary
Moving from one place to another
Moving smoothly along a surface using any part of your body
Moving with a step-jump-step pattern like a horse
Moving on hands and feet with tummy facing down
Walking with high knees and straight back
The area around you that is empty
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic walking and running
- Simple jumping with two feet
- Following basic instructions
Current Skills
- Exploring different travelling movements
- Coordinating different body parts
- Moving safely in shared space
Next Steps
- Combining different travelling movements
- Moving with equipment
- Creating simple movement sequences
Milestone Indicators
Key Teaching Points
- Demonstrate all movements clearly before children attempt them
- Emphasise quality over speed in all travelling movements
- Ensure gentle contact only in catching games
- Use the whole space available for movement
- Encourage honest play and fair rules
- Adapt movements for different ability levels
- Focus on control and coordination rather than competition
Common Misconceptions
- Thinking sliding is the same as crawling - emphasise using different body parts
- Galloping as just running - teach the step-jump-step pattern clearly
- Moving too fast in games - focus on control and safety
- Only using animals they know - encourage creativity and new ideas
- Thinking marching is just walking - emphasise high knees and straight posture
SEN Adaptations
ADHD
- Short activity bursts, clear physical boundaries, regular movement breaks, specific roles to maintain focus
dyspraxia
- Break movements into smaller steps, extra practice time, simplified versions of movements, adult support for coordination
autism spectrum
- Clear routine and structure, visual schedule of activities, quiet space available if overwhelmed, advance warning of changes
visual impairment
- Use bright cones, clear verbal descriptions of movements, buddy system for guidance, tactile boundaries
hearing impairment
- Clear visual demonstrations, hand signals for stop/start, visual cue cards for animals, ensure child can see teacher
physical disability
- Adapt movements to wheelchair/mobility aids, modified animals (arm movements for galloping), seated versions available
Cross-Curricular Links
English
Vocabulary development, listening skills, describing movements
Maths
Counting different movements, directions (high/low, fast/slow), patterns in galloping
Science
How our bodies move, forces in jumping and sliding, animal movement patterns
Geography
Transport types and where they travel (land/air/water), directional language
PSHE
Following rules, fair play, honesty in games, encouraging others
Teacher Guidance
Positioning
Central position during warm-up, move around during games to observe all children
Observation Focus
Watch for quality of movements, spatial awareness, and fair play in games
Intervention Points
Step in if movements become unclear, if children are struggling with space, or if games become too rough
Demonstration Notes
Always demonstrate movements clearly before asking children to try them, exaggerate key features like high knees for marching
Verbal Cues
- •'Find your own space!'
- •'Bend those knees when you land!'
- •'Gentle touches only!'
- •'Show me clear animal movements!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor or outdoor space minimum 15m x 15m, clear of obstacles
Surface Check
Non-slip surface suitable for crawling and sliding movements
Equipment Safety
Safety Checks
- •Cones checked for cracks or sharp edges
- •Equipment positioned away from walls
- •Clear pathways maintained
Risk Management
Key Risks
- •Collisions during movement games
- •Slips during sliding movements
- •Equipment contact injuries
Risk Mitigation
- •Clear movement boundaries established
- •Emphasise gentle contact in games
- •Demonstrate safe sliding techniques
- •Adequate spacing between children
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all children
- •Move around space during activities
- •Monitor game interactions closely
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid or comfort as needed