Lesson 3 - Pathways and Direction
Creative Movement Stories
•Reception
•Gymnastics
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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
Spread randomly around hall with varying distances between them
Alternative: Coloured markers, bean bags, small hoops
Initially grouped together, then spread apart for partner work
Alternative: Carpet squares, marked floor areas
Positioned for whole class visibility
Alternative: Large paper, demonstration cards
Place around mats to guide pathway creation
Alternative: Chalk marks, tape lines
Key Vocabulary
The route or track we follow when we move
The way we are facing or moving (forwards, backwards, sideways)
A pathway that goes back and forth in sharp angles like lightning
A series of movements performed one after another in order
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
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