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Lesson 6 - Flight, Bouncing and Jumping - Final Performance

Foundation Flight Skills and Creative Movement Sequences

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Reception

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Gymnastics

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55 min

Big Question

How can we create a jumping and leaping routine that shows all our flight skills from this unit?

Learning Objectives

Execute a variety of jumps and leaps with increasing control and confidence
Create and perform sequences that include different types of flight movements
Demonstrate safe equipment handling and transport skills

Key Outcomes

Students will perform controlled jumps and leaps in sequences
Students will work cooperatively with partners on apparatus
Students will assess their own and others' flight movements

Equipment & Resources Required

Music Player

Positioned where all students can hear clearly

Alternative: Teacher clapping rhythm

Gymnastics Mats

6-8 stations

Pre-arranged around hall perimeter for quick setup

Alternative: Benches, mats, hoops if full apparatus unavailable

Safety Mats

As required for apparatus

Must be positioned at landing areas

Alternative: Thick gym mats

Bean bags

10-15

Placed in central pile for final game

Alternative: Any small collectible objects

Balance Bench

Positioned at side of hall for game

Alternative: Line on floor marked with cones

Stopwatch

For timing apparatus setup and pack-away

Alternative: Phone timer

Key Vocabulary

Jump

Taking off and landing with two feet

Leap

Taking off from one foot and landing on the opposite foot

Sequence

A series of movements performed one after another

Flight

The time when both feet are off the ground

Direction change

Moving in a different way or path after each movement

Mirror

Copying exactly what your partner does at the same time

Skill Progression Pathway

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

Prior Learning

Basic jumping with two feet together
Simple balancing positions
Following simple movement instructions

Current Skills

Variety of jump types (2-2, 2-1, 1-2 feet)
Leaping with control and direction changes
Sequence creation and performance

Next Steps

More complex gymnastic sequences
Advanced apparatus work with flight
Partner and group synchronisation

Milestone Indicators

Controlled landing with bent knees

Clear direction changes between movements

Confident equipment handling

Key Teaching Points

Emphasise soft landings with bent knees in all jumping activities
Ensure clear direction changes between movements in sequences
Maintain strict safety rules during apparatus handling
Encourage quality over quantity in all flight movements
Foster positive peer feedback and self-assessment skills
Connect learning to previous lessons and future gymnastics work
Celebrate both achievement and effort equally

Common Misconceptions

Thinking harder jumping means better - teach control over power
Believing apparatus work is just for fun - emphasise skill development
Assuming sequence work is too difficult - break into manageable parts
Equipment handling is less important than performance - stress safety first
Only physical skills matter in PE - highlight cooperation and thinking skills

SEN Adaptations

ADHD

Frequent movement breaks, clear boundaries marked, immediate positive feedback for following instructions

dyspraxia

Break down sequences into smaller parts, extra practice time, use of visual cues for direction changes

autism spectrum

Clear routine for apparatus setup, visual schedule for lesson structure, quiet space available if needed

visual impairment

Use tactile markers for apparatus positions, clear verbal descriptions of all movements, buddy system for equipment handling

hearing impairment

Visual signals for start/stop, demonstration of all instructions, written or picture cards for sequences

physical disability

Adapted jumping movements from seated position, modified apparatus heights, focus on upper body flight movements

Cross-Curricular Links

Maths

Counting sequences, timing activities, measuring distances jumped, recognising patterns in movement

Science

Forces in jumping and landing, gravity effects on flight, how muscles work for power

Music

Rhythm and timing in sequences, responding to musical cues, creating movement patterns

PSHE

Cooperation and teamwork, honesty in games, celebrating others' achievements, safety awareness

Teacher Guidance

Positioning

Central position during circle work, moving between apparatus stations during equipment work

Observation Focus

Landing technique, equipment handling safety, partner cooperation, sequence quality

Intervention Points

Poor landing technique, unsafe equipment handling, lack of cooperation, rule breaking

Demonstration Notes

Always demonstrate safety aspects clearly, show flight movements with exaggerated technique, model positive feedback language

Verbal Cues

•'Soft landings with bendy knees!'
•'Two people for heavy equipment!'
•'Flight time - get those feet off the ground!'
•'Change direction after each movement!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium minimum 15m x 10m clear space plus apparatus storage

Surface Check

Non-slip floor surface, clean and dry, checked for obstacles

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Mats positioned at all landing areas
•Apparatus carried by minimum two people
•Equipment stored safely when not in use

Risk Management

Key Risks

•Falls during jumping and leaping
•Collisions during apparatus work
•Injury from poor lifting technique
•Apparatus instability or collapse

Risk Mitigation

•Emphasise soft landings with bent knees throughout
•Clear direction of travel around apparatus
•Always two-person carrying for heavy equipment
•Teacher checks all apparatus setup before use
•Clear rules and consequences for safe behaviour

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all apparatus stations
•Monitor apparatus setup and pack away closely
•Watch landing techniques continuously
•Intervene immediately if unsafe behaviour observed

Emergency Procedures

Stop activity immediately, assess injury, provide first aid if trained, call for medical support if needed