Lesson 1 - Jumping and Landing
Jumping Foundations & Creativity
•Year 1
•Fundamental Movement Skills
•Start Planning Better PE Lessons
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How can we jump safely in different ways to travel through space?
Learning Objectives
- To develop jumping skills using different take-offs and landings
- To understand how to land safely with bent knees
- To apply jumping skills in game situations
Key Outcomes
- Students will demonstrate various jumping techniques with control
- Students will show understanding of safe landing by bending knees
- Students will work safely within defined spaces during activities
Equipment & Resources Required
Ensure lines are clearly visible and safe to jump over
Alternative: Chalk lines, rope laid on ground, painted lines
Place in circuit stations with adequate space around each
Alternative: Chalk hopscotch grids, tape on floor
Height no more than 15cm for Year 1 students
Alternative: Pool noodles, skipping ropes held low
Arrange for circuit activities and space markers
Alternative: Bean bags, hoops laid flat
For 'Boulders' game - must be completely safe for contact
Alternative: Bean bags, soft play balls
Set at ankle height initially, maximum 20cm for Year 1
Alternative: Pool noodles, rope tied between cones
Key Vocabulary
Taking off from both feet and landing on both feet together
Landing quietly with bent knees to absorb the impact safely
A few running steps before jumping to build momentum
The moment when feet leave the ground to begin a jump
Taking off from one foot and kicking the other leg high while jumping
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and stopping skills
- Understanding of personal space
- Simple two-footed jumping on the spot
Current Skills
- Jumping in different directions
- Safe landing technique with bent knees
- Adding small run-ups to jumps
Next Steps
- Jumping over higher obstacles
- Combining jumps with other locomotion skills
- Creating jumping sequences
Milestone Indicators
Key Teaching Points
- Always emphasise bent knees on landing for safety and technique
- Use arms to help generate power and maintain balance during jumps
- Take-off from two feet together for basic jumping skills
- Land softly and quietly to show good technique and control
- Maintain spatial awareness and work safely around others
Common Misconceptions
- Landing with straight legs is stronger - teach that bent knees absorb impact safely
- Higher jumps are always better - emphasise control and technique over height
- Arms should stay still when jumping - demonstrate how arms help with power and balance
- Jumping backwards is dangerous - show how it can be done safely with proper technique
- Only athletic children can jump well - reinforce that everyone can improve with practice
SEN Adaptations
ADHD
- Shorter activity segments, frequent movement breaks, clear boundaries and expectations, positive reinforcement system
dyspraxia
- Break down jumping into smaller components, extra demonstration time, larger equipment for easier targeting, additional practice opportunities
autism spectrum
- Clear visual schedule of lesson structure, quiet area available if needed, consistent routines and verbal cues
visual impairment
- Use brightly coloured equipment, provide verbal descriptions of all demonstrations, buddy system for circuit activities
hearing impairment
- Visual demonstrations for all instructions, hand signals for start/stop, written station cards with pictures
physical disability
- Seated jumping exercises, modified heights for obstacles, wheelchair accessible circuit design
Cross-Curricular Links
English
Following verbal instructions, using descriptive language to talk about movement, listening skills during demonstrations
Maths
Counting jumps in 30 seconds, measuring jumping distances, understanding shapes and patterns in hopscotch
Science
Forces and motion when jumping, how muscles work during jumping, effect of gravity on landing
PSHE
Working safely with others, supporting classmates, following rules and instructions, perseverance when learning new skills
Teacher Guidance
Positioning
Move around outside of activity area to maintain visual contact with all students throughout lesson
Observation Focus
Watch for bent knee landings, controlled take-offs, spatial awareness, and positive interactions between students
Intervention Points
Step in if students showing poor landing technique, getting too excited and losing control, or if any rough play develops
Demonstration Notes
Always demonstrate jumping skills slowly first, then at normal speed. Exaggerate the key teaching points like bent knees and arm swing. Use side-on view for take-off and landing demonstrations.
Verbal Cues
- •'Soft like a cat landing!'
- •'Bend those knees!'
- •'Arms help you fly!'
- •'Look for space!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or playground area minimum 20m x 15m with clear boundaries
Surface Check
Non-slip surface free from water, debris, or obstacles that could cause slips
Equipment Safety
Safety Checks
- •Check all hurdles are stable and appropriate height (max 15cm for Year 1)
- •Ensure soft balls are truly soft and safe for gentle contact
- •Lines and markers must be flat and not create trip hazards
- •Ladders and hopscotch grids securely positioned
Risk Management
Key Risks
- •Hard landings causing jarring or injury
- •Collisions during warm-up travel activities
- •Tripping over equipment or lines
- •Rough contact during Boulders game
Risk Mitigation
- •Constant emphasis on bent knee landings throughout lesson
- •Clear boundaries and space awareness during all activities
- •Gradual progression from simple to complex jumping skills
- •Strict rules about gentle contact only in games
- •Equipment positioned with adequate space around each item
Supervision & Emergency Procedures
Supervision Points
- •Position to see all students during travel activities
- •Move around circuit stations to monitor technique and safety
- •Closely supervise Boulders game for appropriate contact levels
- •Watch for signs of fatigue affecting technique quality
Emergency Procedures
Stop activity immediately if any student appears injured, assess situation, provide appropriate first aid, contact school medical staff if needed