Lesson 1 - Moving and Making Shapes
Champion Gymnasts: Foundation Movement and Body Awareness
•Reception
•Gymnastics
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How can we move like champion gymnasts using different parts of our body?
Learning Objectives
- To explore moving using different body parts with control and awareness
- To experiment with making static shapes on various body parts
- To develop understanding of 'champion' movement qualities (silent, pointed fingers and toes)
Key Outcomes
- Students will move confidently using feet, hands, backs, sides and tummies
- Students will create and hold balanced shapes on different body parts
- Students will demonstrate quiet, controlled movement with pointed extremities
Equipment & Resources Required
Spread around the hall for safe landing areas
Alternative: Carpet squares, yoga mats
Height no more than 30cm, stable and secure
Alternative: Cushions, low platforms
Gentle background music for warm-up and cool-down
Alternative: Tablet, phone with speaker
Key Vocabulary
Moving silently with pointed fingers and toes, being still when making shapes
A still balance held on different body parts
Different parts we can move on: feet, hands, back, side, tummy
Staying still and steady in a position
Moving without making any sound with our body
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic movement patterns (walking, running, jumping)
- Understanding of body parts (hands, feet, head, back)
- Simple balancing on feet
Current Skills
- Moving on different body parts with control
- Creating balanced shapes
- Developing 'champion' movement qualities
Next Steps
- Combining movements and shapes in sequences
- Moving on apparatus with confidence
- Partner work and copying movements
Milestone Indicators
Key Teaching Points
- Always emphasise 'champion' qualities: silent movement with pointed fingers and toes
- Encourage creativity while maintaining safety awareness
- Use positive language to build confidence in trying new movements
- Provide clear demonstrations before each new activity
- Allow adequate time for exploration and experimentation
- Celebrate effort and creativity over perfect technique at this age
- Ensure all students feel successful and included in activities
Common Misconceptions
- Movement must be fast - emphasise control over speed
- All shapes must look the same - encourage individual creativity
- Only feet are for moving - explore the variety of body parts available
- Champions are only the best students - everyone can be a champion through effort
- Apparatus work is dangerous - teach confidence through safety and progression
SEN Adaptations
ADHD
- Short activity bursts, clear physical boundaries, fidget tools available during discussion times
dyspraxia
- Simplified movement patterns, extra practice time, break down complex movements into smaller steps
autism spectrum
- Clear visual schedule, consistent routines, quiet spaces available for regulation breaks
visual impairment
- Use verbal descriptions of movements, tactile guidance for apparatus positioning, buddy system for support
hearing impairment
- Visual demonstrations, hand signals for start/stop, written visual cards with key words
physical disability
- Adapted movements within individual capability, wheelchair accessible apparatus, modified balance challenges
Cross-Curricular Links
Maths
Counting body parts, identifying shapes (straight, curved, wide, narrow), understanding positional language (on, under, beside)
Science
Learning about body parts and their functions, understanding balance and stability, exploring forces
Communication and Language
Following instructions, describing movements, sharing ideas with others
PSHE
Building confidence and self-esteem, developing social skills, learning to encourage others
Teacher Guidance
Positioning
Move around the space to observe all students, position centrally during demonstrations
Observation Focus
Watch for champion movement qualities, safety awareness, and creative problem-solving
Intervention Points
Step in when movements become unsafe, when students need encouragement, or when technique needs refining
Demonstration Notes
Always demonstrate perfect technique, exaggerate key points for visibility, use students as positive examples
Verbal Cues
- •'Champion fingers and toes!'
- •'Silent like a ninja!'
- •'Strong and still!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 10m x 8m, clear of obstacles
Surface Check
Non-slip surface, free from water or debris, adequate grip for movements
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Apparatus height appropriate for age group (maximum 30cm)
- •Safety mats positioned under and around all apparatus
- •No sharp edges or protruding parts on equipment
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between students during movement
- •Strain from uncomfortable positions
- •Overexertion during floor movements
Risk Mitigation
- •Clear spacing guidelines maintained throughout
- •Progressive introduction of movements from simple to complex
- •Adult supervision positioned for optimal visibility
- •Stop signal established and practised
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all apparatus simultaneously
- •Move around space during floor work for close observation
- •Monitor for fatigue and discomfort signs
- •Maintain clear sight lines at all times
Emergency Procedures
Stop all activity immediately, assess injury, provide appropriate first aid, contact school medical support if needed