Movement Foundations
•Reception
•Gymnastics
•Scattered around activity area with adequate spacing
Alternative: Chalk circles, rope circles, or marked spaces on floor
Height no more than 30cm, positioned around room edges
Alternative: Low benches, balance boards, small boxes, or thick mats
Placed around and under apparatus for safety
Alternative: Carpet squares or soft landing areas
Positioned for clear sound throughout hall
Alternative: Tambourine, whistle, or voice commands
The moment when both feet leave the ground to start a jump
When both feet touch the ground together after a jump
Perfect landing position that looks like sitting on an invisible chair
Doing movements at exactly the same time together
A series of movements performed one after another in order
Equipment we use in gymnastics like mats, benches, and boxes
Understanding where pupils are coming from and where they're going
Counting sequences 1-2-3 for timing, recognising patterns in jump sequences, measuring jump distances
Understanding forces - pushing off ground to jump, gravity bringing us down, friction helping us stop
Directional language - forwards, backwards, left, right, around, over
Building confidence, supporting others, managing risk appropriately, celebrating individual achievements
Central position with clear sight lines to all apparatus stations during skill development
Watch for safe landing technique, appropriate risk-taking, and positive peer interaction
Step in if unsafe apparatus use, poor technique risking injury, or negative peer dynamics
Always demonstrate perfect technique yourself, emphasising safety aspects and key teaching points clearly
Minimum 15m x 20m hall space with high ceiling for jumping
Clean, non-slip floor surface free from obstacles and hazards
Stop activity immediately with clear signal, assess injury, provide appropriate first aid, contact office if needed
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