Lesson 4 - Jumping and Taking Off
Jumping Foundations & Creativity
•Year 1
•Fundamental Movement Skills
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How can I use different feet to jump further and higher?
Learning Objectives
- Develop scissor kick jumping technique with a run-up
- Identify preferred take-off foot for jumping
- Apply jumping skills in different movement contexts
Key Outcomes
- All students will be able to jump using both feet with teacher support
- Most students will identify their preferred take-off foot and demonstrate scissor kick
- Some students will consistently use scissor kick technique over obstacles
Equipment & Resources Required
Height appropriate for Year 1 - approximately 15-20cm high
Alternative: Pool noodles balanced on small cones, rope between cones
Used for marking start/finish points and target distances
Alternative: Bean bags, spots, chalk marks
Mark take-off points and landing targets
Alternative: Chalk marks, tape lines, bean bags
For high jump activity - adjustable height
Alternative: Pool noodles, elastic bands between cones
For setting up activity areas and distances
Alternative: Counting steps, visual markers
Key Vocabulary
A jumping technique where legs move like scissors - one forward, one back
The foot you push off from when jumping
Short run before jumping to build speed and power
How you touch the ground after jumping
Low barriers to jump over
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic two-footed jumping on the spot
- Simple running with spatial awareness
- Following simple movement instructions
Current Skills
- Scissor kick jumping technique
- Identifying dominant take-off foot
- Running and jumping combinations
- Spatial awareness during movement
Next Steps
- Advanced jumping techniques (straddle jump)
- Jumping for distance with measurement
- Complex movement sequences with jumping
- Competitive jumping activities
Milestone Indicators
Key Teaching Points
- Emphasise discovery and exploration over perfect technique
- Make take-off foot identification fun and pressure-free
- Break scissor kick into clear sequential steps
- Celebrate all attempts and individual progress
- Maintain safety through controlled approaches and safe landing emphasis
- Use station rotations to provide variety and sustained engagement
- Connect learning to students' individual preferences and discoveries
Common Misconceptions
- That there is a 'right' or 'wrong' preferred take-off foot - emphasise individual differences
- That scissor kick must be performed at great height - focus on technique over height
- That faster run-ups always create better jumps - emphasise control and timing
- That all students should progress at the same rate - celebrate individual achievement levels
SEN Adaptations
ADHD
- Shorter station time if needed, clear boundaries and expectations, regular movement opportunities, positive behaviour reinforcement
dyspraxia
- Extra practice time, simplified technique instructions, larger target areas, adult support for coordination, break techniques into smaller steps
autism spectrum
- Clear routine for station rotations, visual schedule of activities, quiet space available if needed, consistent language and structure
visual impairment
- Use brightly coloured equipment, clear verbal descriptions of techniques, tactile markers for take-off points, buddy system for guidance
hearing impairment
- Clear visual demonstrations, hand signals for instructions, written or picture cards showing techniques, ensure eye contact before instruction
physical disability
- Seated scissor kick practice, modified jumping distances, alternative take-off surfaces, adapted equipment heights
Cross-Curricular Links
Maths
Counting steps in run-up, measuring jump distances, comparing left and right preferences, timing station rotations
Science
Understanding body parts and preferences, forces in jumping, balance and gravity, comparing and observing
Geography
Spatial awareness, direction and movement around activity areas, understanding boundaries and routes
PSHE
Understanding individual differences, celebrating personal achievements, working cooperatively in groups, building confidence
Teacher Guidance
Positioning
Move between groups during stations, central position during whole-class instruction
Observation Focus
Watch for scissor kick technique development, safe landing practices, and use of preferred take-off foot
Intervention Points
Step in if technique unsafe, provide individual support for take-off foot identification, manage station rotations
Demonstration Notes
Always demonstrate scissor kick slowly first, then at normal speed. Use your own preferred take-off foot consistently to help students understand the concept
Verbal Cues
- •'Push off from your special foot!'
- •'Kick forward like scissors!'
- •'Land soft like a cat!'
- •'Control your speed!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor area minimum 15m x 20m, clear of obstacles
Surface Check
Non-slip surface, even ground, no wet areas or hazards
Equipment Safety
Safety Checks
- •Low hurdles appropriate height (15-20cm) and stable
- •High jump equipment lightweight and safe - cones and foam/plastic poles only
- •All cones checked for cracks or sharp edges
- •Landing areas clear and appropriate surface
Risk Management
Key Risks
- •Collisions during travel activities
- •Falls during jumping activities
- •Equipment contact injuries
- •Overexertion during repeated jumping
Risk Mitigation
- •Clear boundaries and spacing emphasised throughout
- •Controlled speeds during all running approaches
- •Safe landing technique taught and reinforced
- •Equipment height appropriate for age group
- •Regular rest periods and rotation system
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all three stations during rotation activity
- •Monitor high jump station closely for technique and safety
- •Ensure one-at-a-time approach at each station
Emergency Procedures
Stop activity immediately for any incident, assess injury, provide appropriate first aid, complete accident forms if required