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Lesson 1 - Shapes and Travelling Patterns

Creative Movement Stories

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Reception

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Gymnastics

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45 min

Big Question

How can we combine different shapes and ways of travelling to tell a story through movement?

Learning Objectives

Discover different shapes and ways to link shapes with travelling movements
Choose and perform 2 shapes and 2 ways of travelling with control
Create a simple movement pattern by linking shapes and travelling movements

Key Outcomes

Students will perform tuck, straight and straddle shapes with good body tension
Students will demonstrate bunny hops, crab walks and camel walks with correct technique
Students will create and remember a short movement pattern combining 2 shapes and 2 ways of travelling

Equipment & Resources Required

Gymnastics Mats

4-5 strips of mats

Arrange mats in parallel strips with 2m between each strip

Alternative: Carpet tiles or marked floor spaces

Music Player

Position where all students can hear clearly

Alternative: Tablet or phone with speaker

Themed Music

1 track, 3-5 minutes

Test volume levels before lesson starts

Alternative: Any gentle, magical-sounding instrumental music

Rhythm Instruments

Keep within easy reach for freeze signals

Alternative: Wooden spoon and saucepan lid

Cards

6 large cards showing tuck, straight, straddle

Place where all students can see from mat area

Alternative: Draw shapes on whiteboard

Key Vocabulary

Tuck shape

A curled up position with knees close to chest like a ball

Straight shape

Body stretched tall and narrow like a pencil or tree

Straddle shape

Wide shape with legs and arms spread apart like a star

Body tension

Making muscles tight and strong to hold shapes properly

Travelling

Moving from one place to another using different body parts

Sequence

A pattern of movements performed one after another

Skill Progression Pathway

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

Prior Learning

Basic body awareness and control
Simple travelling movements like walking and running
Understanding of high, medium and low levels

Current Skills

Creating and holding gymnastic shapes with control
Performing animal-inspired travelling movements
Linking movements together in simple patterns

Next Steps

Adding apparatus to movement patterns
Creating longer sequences with more complex transitions
Working collaboratively to create group sequences

Milestone Indicators

Can hold each shape for 3 seconds with good body tension

Demonstrates smooth transitions between travelling and shapes

Shows improved coordination and spatial awareness

Key Teaching Points

Emphasise body tension and control in all shape positions
Ensure safe hand and wrist positions during weight-bearing activities
Encourage creative choice-making within structured parameters
Focus on smooth transitions between movements in sequences
Build confidence through positive reinforcement and individual progress recognition
Develop spatial awareness and safe movement in shared spaces
Connect movements to imaginative themes to maintain engagement

Common Misconceptions

Thinking shapes just need to 'look right' without understanding the importance of muscle tension and control
Believing faster movement is better rather than focusing on quality and control
Assuming all students should achieve the same level rather than celebrating individual progress
Focusing only on the end result rather than the learning process and effort
Thinking gymnastics is only about advanced skills rather than fundamental movement patterns

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, use clear boundaries and visual cues for attention

dyspraxia

Allow extra practice time, break down movements into smaller steps, provide physical guidance and support, celebrate small improvements

autism spectrum

Provide visual schedule of lesson activities, offer quiet space if overwhelmed, use consistent routines and clear expectations

visual impairment

Use tactile demonstrations and clear verbal descriptions, provide additional sound cues for spatial awareness, pair with sighted buddy for support

hearing impairment

Use visual signals and demonstrations, provide written or picture instructions, ensure student can see teacher clearly for lip reading

physical disability

Adapt shapes to seated or supported positions, modify travelling movements to suit mobility needs, focus on achievable movements within student's range

Cross-Curricular Links

Science

Understanding how muscles work and the importance of exercise, exploring forces and movement, learning about animal movement patterns

PSHE

Building confidence and self-esteem, working cooperatively with others, perseverance and resilience when learning new skills

Teacher Guidance

Positioning

Move around the space to observe all students, position at corners for maximum visibility during activities

Observation Focus

Watch for body tension in shapes, safe hand positions, controlled movements, and positive interactions

Intervention Points

Step in when students show unsafe technique, provide individual support for struggling learners, manage behaviour disruptions

Demonstration Notes

Use clear, exaggerated movements so all students can see, demonstrate from multiple angles when needed, include both correct and incorrect examples for comparison

Verbal Cues

•'Tight muscles!' for better body tension
•'Slow and controlled!' for rushed movements
•'Find your space!' for spatial awareness
•'Listen carefully!' for attention to instructions

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium, minimum 10m x 15m, clear of obstacles

Surface Check

Clean, dry, non-slip surface suitable for floor work and mat activities

Equipment Safety

Safety Checks

•Check mats are flat and secure with no curled edges
•Ensure adequate spacing between mat strips
•Verify music equipment is positioned safely away from movement area
•Check tambourine has no loose parts that could detach

Risk Management

Key Risks

•Collisions between students during travelling movements
•Wrist strain during weight-bearing activities
•Falls during animal movements
•Overexertion leading to fatigue and loss of control

Risk Mitigation

•Clear boundaries and spacing established before movement begins
•Teach correct hand positions and weight distribution
•Progress gradually from simple to complex movements
•Monitor energy levels and provide rest breaks as needed
•Ensure adequate warm-up before demanding activities

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during activities
•Move between groups during mat work for individual support
•Watch for signs of fatigue or difficulty
•Monitor compliance with safety instructions

Emergency Procedures

Stop activity immediately with clear signal, assess any injuries, provide appropriate first aid, contact emergency services if required