Lesson 3 - Flight, Bouncing and Jumping with Turns
Foundation Flight Skills and Creative Movement Sequences
•Reception
•Gymnastics
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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
Position for clear sound throughout hall
Alternative: Tablet with speaker, whistle for signals
Spread around hall for circuit stations
Alternative: Soft play mats, carpet tiles
Height appropriate for Reception children
Alternative: Sturdy boxes, benches
Secure and stable positioning
Alternative: Sturdy planks, balance beams
Safe traversing height for Reception
Alternative: Large apparatus, tunnel
Bright colours for visibility
Alternative: Small hoops, bean bags
Tape to floor for tightrope walking
Alternative: Rope markings, chalk lines
Key Vocabulary
A turn through 90 degrees, like turning to face the wall from facing the front
A turn through 180 degrees, like turning to face the opposite direction
A series of movements performed one after another in order
Moving with balance and being able to stop or change direction when needed
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
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