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Lesson 5 - Points, Patches, Linking Moves

Creative Movement Stories

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Reception

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Gymnastics

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45 min

Big Question

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

Gymnastics Mats

1 per pair (15 mats)

Spread around hall with clear pathways between

Alternative: Large towels or carpet squares

Music Player

1 set

Positioned where all students can hear clearly

Alternative: Smartphone with portable speaker

Tambourine

Keep accessible for freeze signals

Alternative: Clapping hands or wooden blocks

Apparatus

4-6 pieces

Only add for extension activities if space allows

Alternative: Benches, low boxes, or mats rolled up

Key Vocabulary

Point balance

A balance where body parts form pointed or straight shapes

Patch balance

A balance using wide, curved body parts creating rounded shapes

Linking movement

A way of travelling that connects one balance to another smoothly

Sequence

A series of movements performed one after another

Stimulus

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

Maintains balance for 3-5 seconds without wobbling

Transitions smoothly between positions without standing up

Responds to musical cues with appropriate movement quality

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