Lesson 4 - Jumping with Run-Up & Scissors
Jumping & Dynamic Mastery
•Reception
•Fundamental Movement Skills
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How can we use our whole body to jump higher and further when we're moving?
Learning Objectives
- Develop scissor kick jumping technique with control
- Explore preferred take-off foot through running jumps
- Apply jumping skills in different athletic contexts
Key Outcomes
- Students will demonstrate a scissor kick over obstacles
- Students will identify their preferred jumping foot
- Students will run skilfully whilst negotiating space
Equipment & Resources Required
Two parallel rows 6m apart, hurdles 1m apart within rows
Alternative: Pool noodles on cones, skipping ropes on cones
Mark start/end points and high jump posts
Alternative: Traffic cones, large markers
Rest on medium cones for high jump bar
Alternative: Pool noodles, skipping ropes
Mark pathways, take-off points and target lines
Alternative: Chalk marks, tape marks
Long jump distance targets at varying distances
Alternative: Bean bags, markers
Mix of attainment and effort rewards
Alternative: Stamps, verbal praise
Key Vocabulary
A jumping technique where legs move like scissors in the air
The foot you push off the ground with when jumping
The running approach before a jump to build speed
The foot that feels most natural to jump from
Move around carefully without bumping into others
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and stopping skills
- Simple two-foot jumping
- Following simple movement instructions
Current Skills
- Single-foot take-off jumping
- Scissor kick technique
- Preferred foot identification
Next Steps
- Advanced jumping combinations
- Height and distance challenges
- Athletic event applications
Milestone Indicators
Key Teaching Points
- Most people have a preferred foot for jumping - help children discover theirs
- Scissor kick involves sequential leg movement, not simultaneous
- Controlled run-up is more important than speed
- Focus on technique and safety over height or distance
- Celebrate effort and improvement alongside achievement
- Athletics activities build confidence through progressive challenge
- Self-assessment skills develop through regular reflection opportunities
Common Misconceptions
- Children thinking they must jump off both feet - explain single-foot athletics jumping
- Believing faster run-up always means better jumping - emphasise control
- Thinking scissor kick means jumping with legs together - show sequential movement
- Assuming everyone has same preferred foot - celebrate individual differences
- Believing they're not good at athletics if they can't jump high - focus on technique and effort
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries, regular movement breaks
dyspraxia
- Larger equipment, slower demonstrations, extra practice time, simplified instructions
autism spectrum
- Clear visual schedule of activities, quiet zone available, consistent routines
visual impairment
- Use bright coloured equipment, provide verbal cues for direction, buddy system for navigation
hearing impairment
- Visual demonstrations, clear hand signals, written instruction cards
physical disability
- Seated jumping variations, modified equipment heights, alternative targets
Cross-Curricular Links
Science
Forces in jumping, body parts and movement, cause and effect in athletics
PSHE
Self-awareness through preferred foot discovery, resilience in challenging activities, celebrating differences
Teacher Guidance
Positioning
Move between activity stations during main session, position centrally during instruction phases
Observation Focus
Watch for preferred foot identification, scissor kick technique, spatial awareness, and safety compliance
Intervention Points
Step in if children struggling with technique, safety concerns arise, or group dynamics need support
Demonstration Notes
Use exaggerated movements to show scissor kick clearly, demonstrate both good and less good examples for comparison
Verbal Cues
- •'Remember your favourite jumping foot!'
- •'Kick one leg up, then the other!'
- •'Three steps then jump!'
- •'Land softly on both feet!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor area minimum 20m x 15m with additional space for three activity stations
Surface Check
Non-slip, even surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Hurdles stable and appropriate height
- •High jump bar secure on cones
- •All cones have rounded edges
- •Landing areas clear of hard objects
Risk Management
Key Risks
- •Collisions during running activities
- •Falls during jumping
- •Equipment displacement
Risk Mitigation
- •Clear boundaries and pathways established
- •Controlled group sizes at each station
- •Adult supervision distributed across activities
- •Progressive skill building before complex activities
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all three stations
- •Monitor high-activity areas during rotations
- •Ensure safe equipment use
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, ensure other children remain calm and safe