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Lesson 1 - Introduction to High Movements

Fundamental Movement Through Spatial Awareness and Body Control

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Reception

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Gymnastics

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30 min

Big Question

How can we move like champion gymnasts by making our bodies high?

Learning Objectives

To introduce and explore moving in high ways
To understand what makes a 'champion gymnast'
To create high shapes with control and balance

Key Outcomes

Students will demonstrate high movements with quiet bodies
Students will create still, balanced high shapes
Students will understand the concept of 'champion gymnastics'

Equipment & Resources Required

Tambourine

Keep within easy reach for stop/start signals

Alternative: Whistle, clapping, drum

Open Space

1 hall or large room

Clear of obstacles, non-slip surface

Alternative: Outdoor space if weather permits

Key Vocabulary

High

Moving or positioning your body up tall or above the ground

Champion Gymnast

Moving with quiet bodies, pointed fingers and toes, and making still shapes

Shape

A still, balanced position that you hold with your body

Silent

Making no sound when moving or landing

Balance

Staying steady and still without wobbling

Skill Progression Pathway

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

Prior Learning

Basic body awareness and spatial understanding
Following simple movement instructions
Making basic shapes with their bodies

Current Skills

Moving with control and quiet bodies
Creating high movements and shapes
Understanding champion gymnastics qualities

Next Steps

Exploring low movements and shapes
Combining high and low movements
Creating sequences with different levels

Milestone Indicators

Silent movement on tip toes

Still, balanced high shapes

Pointed fingers and toes during shapes

Key Teaching Points

Champion gymnasts move with silent bodies at all times
High movements involve reaching up or moving on tip toes
Shapes must be completely still and balanced
Always point fingers and toes for champion quality
Listen to your body during movement
Control is more important than speed
Everyone can be a champion with practice

Common Misconceptions

High means big - clarify that high means upward direction
Faster movement is better - emphasise control and quality
Only standing movements can be high - show high shapes on ground
Perfect shapes come immediately - stress that practice makes champions
Pointing fingers and toes is optional - emphasise this as essential champion quality

SEN Adaptations

ADHD

Frequent position changes, clear boundaries, immediate feedback and praise

dyspraxia

Simplified movements initially, extra practice time, step-by-step breakdown of shapes

autism spectrum

Clear routine structure, visual schedule, quiet space available if overwhelmed

visual impairment

Use clear verbal descriptions, tactile guidance for shapes, partner support for movement

hearing impairment

Visual signals instead of tambourine, demonstration emphasis, written instructions

physical disability

Seated high shapes, modified movements using arms only, adapted equipment if needed

Cross-Curricular Links

Science

Body parts and movement, balance and forces, listening to body responses

Teacher Guidance

Positioning

Move around perimeter to observe all students, position centrally for demonstrations

Observation Focus

Watch for silent movement, balance in shapes, pointed fingers and toes, listening skills

Intervention Points

Step in if students struggling with balance, not following safety rules, or losing focus

Demonstration Notes

Always demonstrate with perfect form, exaggerate key points, use slow movements for clarity

Verbal Cues

•'Silent like a cat!'
•'Point those champion fingers!'
•'Freeze like a statue!'
•'Listen to your body!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, ideally school hall or large classroom

Surface Check

Clean, non-slip surface essential for tip-toe walking and ground work

Equipment Safety

Safety Checks

•Tambourine kept away from movement area
•No sharp edges or obstacles in space
•Adequate ceiling height for jumping

Risk Management

Key Risks

•Slips during tip-toe walking
•Falls when making high shapes
•Collisions during free movement
•Over-stretching in shapes

Risk Mitigation

•Clear boundaries established for movement area
•Adequate spacing between students maintained
•Progressive introduction of movements
•Emphasis on controlled rather than fast movements
•Teacher demonstration of safe techniques

Supervision & Emergency Procedures

Supervision Points

•Position to see all students during activities
•Monitor particularly during jumping and balance activities
•Watch for fatigue affecting control

Emergency Procedures

Stop signal (tambourine), assess injury, apply basic first aid, contact school office if needed