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Lesson 3 - Pathways and Direction

Creative Movement Stories

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Reception

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Gymnastics

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30 min

Big Question

How can we create interesting pathways to travel along, just like woodland animals finding their way through the forest?

Learning Objectives

To travel in different directions and pathways with control
To follow a partner through different pathways accurately
To show increased body control when moving and rolling

Key Outcomes

Students will demonstrate travelling along straight, zigzag and curved pathways
Students will successfully follow and lead a partner through chosen pathways
Students will maintain body control whilst changing direction and movement patterns

Equipment & Resources Required

Dish Cones

20-30

Spread randomly around hall with varying distances between them

Alternative: Coloured markers, bean bags, small hoops

Gymnastics Mats

4-6 mats

Initially grouped together, then spread apart for partner work

Alternative: Carpet squares, marked floor areas

Sun Markers

1 set

Positioned for whole class visibility

Alternative: Large paper, demonstration cards

Markers

8-12

Place around mats to guide pathway creation

Alternative: Chalk marks, tape lines

Key Vocabulary

Pathway

The route or track we follow when we move

Direction

The way we are facing or moving (forwards, backwards, sideways)

Zigzag

A pathway that goes back and forth in sharp angles like lightning

Sequence

A series of movements performed one after another in order

Partner

The person you work together with in the activity

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic travelling movements (walking, running, jumping)
Simple rolling actions (log rolls)
Following simple instructions and demonstrations

Current Skills

Travelling along different pathway shapes
Changing direction and movement type together
Working cooperatively with a partner
Linking movements into simple sequences

Next Steps

Creating more complex pathway combinations
Adding apparatus to pathway work
Developing partner synchronisation skills

Milestone Indicators

Can identify and name pathway shapes

Changes movement smoothly when changing direction

Demonstrates good spatial awareness around others

Shows leadership skills when guiding a partner

Key Teaching Points

Always demonstrate pathways clearly before students attempt them independently
Emphasise the connection between finger tracing and physical movement
Use woodland animal theme consistently to maintain engagement and context
Encourage cooperation and communication during partner work
Celebrate creative interpretation while maintaining pathway accuracy
Build complexity gradually from simple straight lines to complex combinations
Connect learning to real-world examples children can observe outside school

Common Misconceptions

Students may think pathways must be perfectly straight or geometrically exact - encourage natural, flowing interpretations
Some may believe only one person can move at a time - emphasise safe movement alongside others
Students might think changing direction means stopping completely - show smooth, flowing direction changes
Some may assume all movements must be fast - demonstrate that control and quality matter more than speed
Students may think partnerships require identical movements - allow for individual interpretation within cooperation

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, offer movement breaks as needed

dyspraxia

Use larger pathway markers for clarity, allow extra practice time, break complex movements into smaller steps

autism spectrum

Provide visual schedule of activities, offer quiet spaces if overwhelmed, use consistent routines and clear structure throughout

visual impairment

Use bright coloured markers and tactile pathway guides, provide verbal descriptions of all visual demonstrations, use buddy system for guidance

hearing impairment

Use clear visual demonstrations and hand signals, provide written instruction cards, ensure face-to-face communication for lip reading

physical disability

Adapt movements to wheelchair or seated versions, modify pathways for accessibility, provide alternative equipment as needed

Cross-Curricular Links

English

Vocabulary development, following and giving instructions, describing movements and pathways, storytelling through movement

Science

Forces and motion, understanding direction and movement, body awareness and control, cause and effect in movement

PSHE

Cooperation and teamwork, building confidence, taking turns and sharing, celebrating achievements and supporting others

Teacher Guidance

Positioning

Move around the outside of working areas for optimal visibility, position near whiteboard during demonstrations

Observation Focus

Watch for pathway accuracy, safe movement, positive partnership interactions, and understanding of concepts

Intervention Points

Step in if students struggling with cooperation, movement becoming unsafe, or concepts not being understood

Demonstration Notes

Use clear, exaggerated movements for visibility, involve students in demonstrations when possible, break complex skills into simple steps

Verbal Cues

•'Clear pathways like drawing in the air!'
•'Gentle movements like woodland creatures!'
•'Watch your partner like a mirror!'
•'Change direction with your whole body!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall size 15m x 10m, clear of obstacles with non-slip flooring

Surface Check

Ensure floor is clean, dry, and free from hazards before activity begins

Equipment Safety

Safety Checks

•Check button cones have no sharp edges or cracks
•Ensure mats are non-slip and positioned securely
•Verify whiteboard is stable and markers are non-toxic

Risk Management

Key Risks

•Collisions between students during movement
•Trips and falls over equipment or during direction changes
•Overexertion during complex movement combinations

Risk Mitigation

•Clear spacing established between working areas
•Adequate warm-up before complex movements
•Progressive skill building from simple to complex
•Continuous monitoring of student fatigue levels
•Clear boundaries and movement areas defined

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all working areas
•Monitor partner work interactions closely
•Watch for signs of fatigue or overexertion
•Ensure safe equipment handling throughout

Emergency Procedures

Stop activity immediately if accident occurs, assess injury, provide appropriate first aid, contact school medical support if needed