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Lesson 6 - Apparatus Sequences

Safe Movement Exploration

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Reception

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Gymnastics

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40 min

Big Question

How can we create sequences of movements using gymnastics apparatus safely and creatively?

Learning Objectives

To create short sequences linking actions together using apparatus
To handle equipment safely and effectively
To move confidently in a range of ways using different body parts

Key Outcomes

Students will create and perform short sequences including balances, jumps, rolls and travelling movements on apparatus
Students will demonstrate safe use of gymnastics equipment
Students will show control and coordination in movements on and around apparatus

Equipment & Resources Required

Benches

Position securely, check stability before use

Alternative: Low boxes, sturdy planks on supports

Mats

6-8

Place around and under apparatus for safety

Alternative: Crash mats, tumbling mats

SAQ Ladders

Ensure legs are locked, check height appropriate for Reception

Alternative: Low vaulting boxes, sturdy platforms

Agility Trestles

Check all bolts tight, position with mats underneath

Alternative: A-frame supports, climbing frames

Cones

Mark station boundaries and safe zones

Alternative: Markers, hoops for boundaries

Key Vocabulary

Sequence

A series of movements performed one after another in order

Apparatus

Gymnastics equipment like benches, mats, tables and trestles

Balance

Holding a still position without wobbling or falling

Travelling

Moving from one place to another using different body parts

Body parts

Different parts of our body we can use to move - hands, feet, back, side

Skill Progression Pathway

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

Prior Learning

Basic body shapes and balances on floor
Simple jumps and landings
Travelling using different body parts
Following instructions in PE activities

Current Skills

Creating short sequences on apparatus
Linking movements together smoothly
Using apparatus safely and creatively
Remembering sequences of movements

Next Steps

Longer, more complex sequences
Greater variety of apparatus work
Partner and group sequences
Evaluating and improving sequences

Milestone Indicators

Confident movement on low apparatus

Smooth transitions between movements

Safe independent apparatus use

Ability to teach sequence to others

Key Teaching Points

Safety must be established before any apparatus exploration begins
Model all movements clearly and encourage student demonstrations
Build sequences gradually - individual movements first, then linking
Celebrate effort and creativity over perfect technique
Use apparatus to challenge different movement possibilities
Encourage peer support and cooperation throughout
Connect learning to body awareness and spatial understanding

Common Misconceptions

Thinking apparatus work is too dangerous for young children - correct with proper supervision and progression
Believing all sequences must be identical - encourage individual creativity within safety guidelines
Expecting immediate smooth sequences - explain that practice builds memory and fluency
Assuming bigger movements are better - emphasise control and quality over height or distance

SEN Adaptations

ADHD

Break sequences into smaller parts, provide fidget tools during discussions, use movement breaks between activities

dyspraxia

Simplify sequences to 2-3 movements, provide extra practice time, use hand-over-hand support for apparatus use

autism spectrum

Provide visual sequence cards, maintain consistent apparatus setup, offer quiet space if overwhelmed

visual impairment

Use bright coloured apparatus markers, provide verbal descriptions of all apparatus, assign sighted buddy for guidance

hearing impairment

Use visual signals for apparatus work, demonstrate all movements clearly, position near teacher for instructions

physical disability

Modify apparatus height, provide additional support equipment, focus on movements within ability range

Cross-Curricular Links

Science

Understanding body parts and movement, forces in jumping and balancing, gravity effects on apparatus work

PSHE

Taking turns fairly, helping others succeed, following safety rules for everyone's wellbeing

Teacher Guidance

Positioning

Central position with clear sightlines to all apparatus stations, moving continuously between groups

Observation Focus

Safety behaviour, sequence development, creative use of apparatus, group cooperation

Intervention Points

When safety rules forgotten, students struggling with sequence creation, disputes over apparatus use

Demonstration Notes

Use students as positive examples, demonstrate safety procedures clearly, show different sequence possibilities at each station

Verbal Cues

•'Squeeze muscles tight for strong balances!'
•'Soft knees for safe landings!'
•'One at a time on apparatus!'
•'Help your group remember the order!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall/gymnasium minimum 10m x 15m with ceiling height 3m+ for apparatus work

Surface Check

Non-slip surface essential, check for any wet areas or obstacles before apparatus setup

Equipment Safety

Safety Checks

•All apparatus checked for stability before lesson
•Mats positioned under and around all apparatus
•Check locking mechanisms on all equipment
•Ensure apparatus height appropriate for Reception age

Risk Management

Key Risks

•Falls from apparatus
•Collisions between students
•Trapped fingers in apparatus
•Unsafe mounting/dismounting of equipment

Risk Mitigation

•Clear group sizes at each station (max 5 students)
•Supervised apparatus use throughout
•Established mounting/dismounting procedures
•Clear 'wait for your turn' protocols

Supervision & Emergency Procedures

Supervision Points

•Position to see all apparatus stations
•Move between groups regularly
•Stay close to higher-risk activities
•Maintain clear sightlines at all times

Emergency Procedures

Stop all activity immediately with whistle blast, assess injured student, send for first aid/office support while maintaining class supervision