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Lesson 3 - Flight, Bouncing and Jumping with Turns

Foundation Flight Skills and Creative Movement Sequences

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Reception

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Gymnastics

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45 min

Big Question

How can we jump and turn safely while creating exciting movement sequences?

Learning Objectives

To jump through turns with control and confidence
To jump as part of a sequence combining different movements
To demonstrate awareness of others when jumping and moving

Key Outcomes

Students will perform controlled jumps with quarter and half turns
Students will create and perform a jumping sequence
Students will move safely around apparatus showing spatial awareness

Equipment & Resources Required

Music Player

1 set

Position for clear sound throughout hall

Alternative: Tablet with speaker, whistle for signals

Gymnastics Mats

4-6

Spread around hall for circuit stations

Alternative: Soft play mats, carpet tiles

Low Gymnastics Boxes

2-3

Height appropriate for Reception children

Alternative: Sturdy boxes, benches

Gymnastics Benches

1 (optional)

Secure and stable positioning

Alternative: Sturdy planks, balance beams

Climbing Frame Section

Safe traversing height for Reception

Alternative: Large apparatus, tunnel

Mats

30 (for 10 groups of 3)

Bright colours for visibility

Alternative: Small hoops, bean bags

Ropes

6-8

Tape to floor for tightrope walking

Alternative: Rope markings, chalk lines

Key Vocabulary

Quarter turn

A turn through 90 degrees, like turning to face the wall from facing the front

Half turn

A turn through 180 degrees, like turning to face the opposite direction

Sequence

A series of movements performed one after another in order

Control

Moving with balance and being able to stop or change direction when needed

Spatial awareness

Knowing where you are in relation to others and objects around you

Skill Progression Pathway

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

Prior Learning

Basic jumping on two feet
Simple travelling movements
Following instructions and stop signals

Current Skills

Jumping with turns and control
Creating movement sequences
Using apparatus for jumping activities

Next Steps

More complex turning movements
Longer movement sequences
Advanced apparatus work

Milestone Indicators

Controlled landings after jumps

Smooth transitions between movements

Consistent spatial awareness

Key Teaching Points

Always emphasise knee bend for take-off and landing safety
Use directional references (walls, corners) to clarify turn amounts
Build sequences gradually from individual skills to combinations
Encourage peer support and positive feedback throughout
Maintain clear safety expectations during apparatus work
Allow multiple attempts and celebrate improvement over perfection
Use engaging contexts (mole hills, animals) to maintain motivation

Common Misconceptions

Children thinking faster jumping means better jumping - emphasise control over speed
Confusion between quarter and half turns - use clear wall references and arm demonstrations
Belief that higher is always better - focus on technique and control first
Thinking apparatus work is just about reaching the top - emphasise varied movement exploration
Assuming same techniques work for all children - model differentiated approaches

SEN Adaptations

ADHD

Regular movement breaks built in, clear boundaries marked, frequent positive reinforcement

dyspraxia

Slower skill progression, extra practice time, simplified sequences initially

autism spectrum

Clear routine structure, visual schedule of activities, quiet area available if needed

visual impairment

Clear verbal descriptions of directions, textured spots for target identification, buddy system for apparatus work

hearing impairment

Visual signals for start/stop, demonstration emphasis, written instruction cards

physical disability

Modified jumping heights, seated balance alternatives, adapted apparatus or support rails

Cross-Curricular Links

Maths

Understanding degrees in turns (90, 180), counting sequences, spatial awareness and direction

Science

Forces in jumping, gravity and landing, balance and centre of gravity

Geography

Directional language (left, right, quarter, half), spatial orientation and mapping concepts

PSHE

Taking turns fairly, giving positive feedback, building confidence through achievement

Teacher Guidance

Positioning

Central position during instruction, circulate during practice, corner position for apparatus overview

Observation Focus

Landing technique, spatial awareness, turn control, peer interaction quality

Intervention Points

Step in for safety concerns, support struggling individuals, enhance good examples

Demonstration Notes

Use children as demonstrators when possible, exaggerate key technique points, show both correct and improved versions

Verbal Cues

•'Bend those knees like springs!'
•'Soft landings like cats!'
•'Check your space before jumping!'
•'Arms help you jump higher!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or sports hall, minimum 15m x 10m clear space

Surface Check

Non-slip surface, clean and dry, free from obstacles

Equipment Safety

Safety Checks

•All apparatus stable and age-appropriate height
•Mats positioned under jumping apparatus
•Spots/markers secure and non-slip
•Music equipment positioned safely away from activity area

Risk Management

Key Risks

•Collisions during movement activities
•Falls from apparatus
•Hard landings from jumping
•Equipment becoming loose or displaced

Risk Mitigation

•Clear spacing guidelines for all activities
•Progressive skill building from simple to complex
•Constant supervision during apparatus work
•Controlled group sizes at each station

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all apparatus stations
•Circulate during partner and group work
•Monitor energy levels and fatigue
•Ensure equipment remains secure

Emergency Procedures

Stop signal established, first aid kit accessible, clear evacuation route