Lesson 1 - Shapes and Travelling Patterns
Creative Movement Stories
•Reception
•Gymnastics
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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
Arrange mats in parallel strips with 2m between each strip
Alternative: Carpet tiles or marked floor spaces
Position where all students can hear clearly
Alternative: Tablet or phone with speaker
Test volume levels before lesson starts
Alternative: Any gentle, magical-sounding instrumental music
Keep within easy reach for freeze signals
Alternative: Wooden spoon and saucepan lid
Place where all students can see from mat area
Alternative: Draw shapes on whiteboard
Key Vocabulary
A curled up position with knees close to chest like a ball
Body stretched tall and narrow like a pencil or tree
Wide shape with legs and arms spread apart like a star
Making muscles tight and strong to hold shapes properly
Moving from one place to another using different body parts
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
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