Lesson 1 - Safe Movement Skills
Movement Foundations
•Reception
•Gymnastics
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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
Position where all children can hear clearly
Alternative: Tablet/phone with speaker
Spread evenly around the hall for team activities
Alternative: Carpet squares or marked areas on floor
Mark boundaries and team areas
Alternative: Bean bags or spots
Key Vocabulary
The area around you where you can move safely
Stop moving completely and hold your position
Staying steady without falling over
The way you are facing or moving - forwards, backwards, sideways
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
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