Lesson 5 - Canon Rolling and Apparatus Work
Foundation Movement Patterns Through Rocking and Rolling
•Reception
•Gymnastics
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How can we work together to create beautiful movement sequences using canon timing?
Learning Objectives
- To perform rolling movements in canon with a partner
- To demonstrate safe mounting of climbing equipment using alternate feet
- To create sequences with strong starting and finishing positions
Key Outcomes
- Students will work cooperatively to perform rolling sequences in canon
- Students will safely navigate apparatus using correct climbing technique
- Students will demonstrate improved timing and coordination skills
Equipment & Resources Required
Spread around hall for rolling practice, then arranged around apparatus
Alternative: Crash mats or yoga mats
Height appropriate for Reception children (under 1m high)
Alternative: Benches, low boxes, tunnel apparatus
Low height with mats positioned underneath
Alternative: Wall bars, ladder apparatus
For timing apparatus setup and pack away
Alternative: Mobile phone timer
Key Vocabulary
Performing the same movement one after the other, like an echo
Using left foot, then right foot, then left foot when climbing
A strong, still shape to begin your movement
A strong, still shape to end your movement
A series of movements performed one after another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic rolling movements (egg roll, pencil roll)
- Understanding of starting and finishing positions
- Basic apparatus safety rules
Current Skills
- Canon timing with a partner
- Alternate foot climbing technique
- Sequence creation and refinement
Next Steps
- More complex canon sequences
- Partner lifting and supporting
- Advanced apparatus combinations
Milestone Indicators
Key Teaching Points
- Canon timing requires patience and observation skills
- Alternate foot climbing pattern prevents fatigue and builds strength
- Strong starting and finishing positions show control and planning
- Partner work develops communication and cooperation
- Peer feedback helps improve performance when given kindly
- Safety rules must be maintained even when excited
- Balance improves with practice and focus points
Common Misconceptions
- Canon means moving at exactly the same time (should have clear gap)
- Climbing should use same foot repeatedly (alternate feet is stronger and safer)
- Fast movements are better than controlled ones (control leads to better skill development)
- Feedback should focus on mistakes (positive feedback with gentle suggestions works better)
- Balance is just physical (mental focus and visual reference points are crucial)
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries, regular positive reinforcement
dyspraxia
- Slower demonstrations, simplified sequences, extra practice time
autism spectrum
- Clear routine structure, visual schedule, quiet rest area available
visual impairment
- Clear verbal descriptions of movements, tactile guidance for apparatus, bright coloured equipment
hearing impairment
- Visual demonstrations, sign language support, written instruction cards
physical disability
- Modified apparatus heights, alternative movements for rolling, seated balance challenges
Cross-Curricular Links
English
Letter recognition in warm-up game, vocabulary development, following instructions
Science
Understanding body parts and movement, balance and stability concepts
PSHE
Cooperation skills, giving and receiving feedback, perseverance and resilience
Teacher Guidance
Positioning
Move around hall to observe all pairs, prioritise apparatus supervision
Observation Focus
Canon timing, climbing technique, partner cooperation, safety awareness
Intervention Points
Step in if unsafe behaviour, support struggling partnerships, enhance good practice
Demonstration Notes
Use confident children to model good practice, emphasise process over perfection
Verbal Cues
- •'Wait for your partner to start moving!'
- •'Left foot, right foot, left foot!'
- •'Hold that position still and strong!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium, minimum 15m x 12m clear space
Surface Check
Non-slip surface, free from obstacles and debris
Equipment Safety
Safety Checks
- •All apparatus appropriate height for Reception children
- •Mats correctly positioned under and around apparatus
- •Regular equipment safety checks completed
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions during rolling activities
- •Finger trapping in apparatus setup
Risk Mitigation
- •Adult supervision during apparatus work
- •Clear safety rules established and rehearsed
- •Adequate spacing between working pairs
- •Progressive skill building from floor to apparatus
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all apparatus
- •Prioritise climbing activities for direct supervision
- •Monitor apparatus setup and pack away procedures
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact office if serious