Lesson 6 - Apparatus Sequences
Safe Movement Exploration
•Reception
•Gymnastics
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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
Position securely, check stability before use
Alternative: Low boxes, sturdy planks on supports
Place around and under apparatus for safety
Alternative: Crash mats, tumbling mats
Ensure legs are locked, check height appropriate for Reception
Alternative: Low vaulting boxes, sturdy platforms
Check all bolts tight, position with mats underneath
Alternative: A-frame supports, climbing frames
Mark station boundaries and safe zones
Alternative: Markers, hoops for boundaries
Key Vocabulary
A series of movements performed one after another in order
Gymnastics equipment like benches, mats, tables and trestles
Holding a still position without wobbling or falling
Moving from one place to another using different 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
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