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Lesson 1 - Safe Movement Skills

Movement Foundations

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Reception

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Gymnastics

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30 min

Big Question

How can we move our bodies in different ways whilst staying safe and listening carefully?

Learning Objectives

Listen and respond appropriately to movement instructions
Move in a variety of ways, changing speed and direction safely
Apply simple understanding of shape and space in movement

Key Outcomes

Students will demonstrate safe movement around the space
Students will follow multi-step instructions accurately
Students will create different body shapes and movements on command

Equipment & Resources Required

Music Player

Position where all children can hear clearly

Alternative: Tablet/phone with speaker

Gymnastics Mats

4-6

Spread evenly around the hall for team activities

Alternative: Carpet squares or marked areas on floor

Cones

8-10

Mark boundaries and team areas

Alternative: Bean bags or spots

Key Vocabulary

Space

The area around you where you can move safely

Freeze

Stop moving completely and hold your position

Balance

Staying steady without falling over

Direction

The way you are facing or moving - forwards, backwards, sideways

Shape

The position your body makes - star, tuck, straight

Skill Progression Pathway

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

Prior Learning

Basic walking and running
Simple listening skills
Understanding of 'stop' and 'go'

Current Skills

Following multi-step instructions
Moving safely around others
Creating body shapes on command
Changing direction and speed

Next Steps

More complex movement patterns
Partner and group movement activities
Introduction to apparatus

Milestone Indicators

Consistently stops and starts on command

Moves around space without collisions

Remembers and repeats action sequences

Key Teaching Points

Always demonstrate movements clearly before asking children to perform them
Ensure adequate spacing between children for safety throughout all activities
Use positive reinforcement to encourage good listening and following instructions
Emphasise the difference between moving and freezing positions
Monitor all children continuously for safety and engagement
Adapt activities to meet individual needs while maintaining challenge for all
Connect movements to imaginative contexts (ships, animals) to enhance engagement

Common Misconceptions

Children may think 'freeze' means they can move slowly - emphasise complete stillness
Some may confuse left and right during side-stepping - focus on facing same direction
Children might think shapes need to be perfect - emphasise effort and control over perfection
Some may not understand personal space concept - use arms spread wide as measurement
Children may think louder movement is better - emphasise control and safety over speed or size

SEN Adaptations

ADHD

Break activities into shorter segments, use clear visual and verbal cues, provide additional movement opportunities

dyspraxia

Demonstrate movements multiple times, break down complex sequences, allow extra time for coordination

autism spectrum

Provide visual schedule of activities, use consistent routine and clear expectations, offer quiet space if needed

visual impairment

Use clear verbal descriptions of all movements, provide physical guidance for shape-making, use audio cues for spatial awareness

hearing impairment

Use visual demonstrations for all instructions, employ hand signals for start/stop, ensure child can see teacher at all times

physical disability

Adapt movements to child's abilities, provide seated versions of activities, use supportive equipment if needed

Cross-Curricular Links

Maths

Counting to four during 'walk the plank', understanding directions (forwards, backwards, sideways), recognising and creating shapes

Science

Understanding how bodies move, recognising effects of exercise, exploring balance and stability

Teacher Guidance

Positioning

Stand where all children can see and hear clearly, move around space to monitor activities

Observation Focus

Watch for listening skills, spatial awareness, quality of movements, and cooperation

Intervention Points

Step in if children are unsafe, not following instructions, or struggling with activities

Demonstration Notes

Always demonstrate movements clearly before asking children to perform them, exaggerate actions for visibility

Verbal Cues

•'Find your space!'
•'Listen carefully!'
•'Freeze like a statue!'
•'Show me your best shape!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 12m clear hall space for safe movement

Surface Check

Clean, dry, non-slip floor surface free from obstacles

Equipment Safety

Safety Checks

•Mats checked for tears or damage
•Cones/markers have no sharp edges
•Music equipment positioned safely away from movement area

Risk Management

Key Risks

•Collisions during movement activities
•Falls during balance or shape-making
•Trips over equipment or other children

Risk Mitigation

•Clear boundaries established before activity
•Adequate spacing enforced between students
•Progressive skill building from simple to complex
•Constant supervision during all movement activities
•Clear stop signals established and practised

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor high-activity areas during team relays
•Watch for fatigue or overexertion
•Ensure safe transitions between activities

Emergency Procedures

Stop activity immediately on 'STOP' command, assess any incidents, provide appropriate first aid, report any injuries