Lesson 5 - Points, Patches, Linking Moves
Creative Movement Stories
•Reception
•Gymnastics
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How can we smoothly connect our balances to create a magical Giant's story?
Learning Objectives
- To perform point and patch balances with control and confidence
- To link balances together using smooth travelling movements
- To perform movement sequences to music with expression
Key Outcomes
- Students will demonstrate point and patch balances inspired by story themes
- Students will connect balances using linking movements without standing up
- Students will perform their sequences to music with appropriate timing and expression
Equipment & Resources Required
Spread around hall with clear pathways between
Alternative: Large towels or carpet squares
Positioned where all students can hear clearly
Alternative: Smartphone with portable speaker
Keep accessible for freeze signals
Alternative: Clapping hands or wooden blocks
Only add for extension activities if space allows
Alternative: Benches, low boxes, or mats rolled up
Key Vocabulary
A balance where body parts form pointed or straight shapes
A balance using wide, curved body parts creating rounded shapes
A way of travelling that connects one balance to another smoothly
A series of movements performed one after another
An idea or image that inspires our movement
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic static balances on different body parts
- Simple travelling movements like bunny hops and crab walks
- Following simple instructions and responding to signals
Current Skills
- Distinguishing between point and patch balances
- Creating thematic balances inspired by story elements
- Linking movements together smoothly without standing
Next Steps
- Adding rolls into sequences
- Creating longer sequences with multiple linking movements
- Partner work and mirroring sequences
Milestone Indicators
Key Teaching Points
- Point balances use straight, stretched body parts; patch balances use curved, rounded shapes
- Linking movements connect balances smoothly without standing up between positions
- Sequences should flow like telling a story from beginning to end
- Performance to music requires listening and adapting movement quality to match musical mood
- Creative interpretation is valued - different students may show same stimulus in various ways
- Safety comes first - control and good technique more important than complex movements
- Story context helps engage imagination and makes movements more expressive and meaningful
Common Misconceptions
- All balances look the same - emphasise clear differences between point and patch shapes
- Faster movement is better - stress control and smoothness over speed
- Must copy teacher's exact movements - encourage individual creative interpretation
- Can stand up between balances - reinforce staying low and connected during linking
- Music is just background - help students understand music should guide and inspire movement
- Only one right way to show stimulus - celebrate diverse creative responses to same idea
SEN Adaptations
ADHD
- Use frequent position changes and varied activities, provide clear boundaries with mats, break instructions into smaller, manageable steps
dyspraxia
- Allow extra practice time for movement coordination, break complex movements into smaller components, provide additional demonstration and verbal cueing
autism spectrum
- Provide visual schedule of lesson activities, maintain consistent routine structure, offer quiet space if overwhelmed by music or group activity
visual impairment
- Use verbal descriptions of all demonstrations, provide physical guidance for mat boundaries, use contrasting coloured equipment where possible
hearing impairment
- Use visual signals for stop/start, provide written or picture cards of movement instructions, ensure clear visual demonstrations of all movements
physical disability
- Adapt balances for seated or supported positions, modify linking movements to suit mobility levels, provide additional equipment for support if needed
Cross-Curricular Links
English
Vocabulary development through movement terminology, storytelling through physical expression, listening skills during music and instructions
Maths
Counting elements in sequences, understanding positional language (high, low, wide, narrow), exploring geometric shapes through body positions
Science
Understanding body parts and movement, exploring balance and gravity, investigating how muscles work during activity
PSHE
Building confidence through performance, celebrating individual creativity, working safely and considerately with others
Teacher Guidance
Positioning
Move around perimeter during individual work to observe all students, central position for demonstrations and group instructions
Observation Focus
Watch for balance control, smooth transitions, safety awareness, and creative interpretation of stimuli
Intervention Points
Step in if students struggling with balance safety, provide individual support for linking movements, encourage less confident performers
Demonstration Notes
Use exaggerated movements for clarity, demonstrate both correct technique and common mistakes, invite students to show good examples to class
Verbal Cues
- •'Strong and steady like a mountain!'
- •'Flow like water from one balance to the next!'
- •'Let the music guide your movement speed!'
- •'Show me your balance has a beginning, middle, and end!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 15m x 10m with mats spread for individual work
Surface Check
Clean, dry, non-slip surface with gymnastics mats properly positioned and flat
Equipment Safety
Safety Checks
- •Check mats are flat with no curled edges
- •Ensure adequate space between mats for movement
- •Test music equipment volume levels for hall acoustics
Risk Management
Key Risks
- •Falls during balance attempts
- •Collisions during travelling movements
- •Overexertion during linking movements
- •Loss of control during performance to music
Risk Mitigation
- •Gradual progression from simple to complex movements
- •Clear boundaries established with mat placement
- •Constant supervision during balance and linking practice
- •Emphasis on control over speed throughout lesson
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during individual mat work
- •Move around hall during practice phases to provide individual support
- •Maintain clear view of all students during performance phase
Emergency Procedures
Stop signal (raised hand/tambourine), assess any incidents, provide appropriate first aid, ensure other students remain safely positioned