Lesson 1 - Travelling & Space Awareness
Animal Stories in Gymnastics
•Year 1
•Gymnastics
•Start Planning Better PE Lessons
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How can we travel like different animals while staying safe and creating interesting movements?
Learning Objectives
- To explore travelling movements using the space around you
- To link simple actions together in sequence
- To develop spatial awareness during movement
Key Outcomes
- Students will demonstrate various travelling movements using different body parts
- Students will show awareness of space when moving around others
- Students will create and remember a simple movement sequence
Equipment & Resources Required
Scattered around teaching area with safe distances between
Alternative: Bean bags, hoops, or markers
For clear stop/start signals
Alternative: Voice commands, tambourine
Key Vocabulary
Moving from one place to another using different body parts
Staying still and steady in one position
A series of movements performed in order
How high or low your body is
Which way you are moving - forwards, backwards, sideways
The area around you where you can move safely
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic walking and running movements
- Simple balance positions
- Following simple instructions
Current Skills
- Travelling on different body parts
- Changing direction and level
- Linking movements together in sequence
Next Steps
- More complex travelling patterns
- Longer movement sequences
- Partner and group work
Milestone Indicators
Key Teaching Points
- Safety first - spatial awareness and controlled movement throughout
- Clear demonstration of each new skill before student practice
- Emphasis on quality over speed in all movements
- Use of gymnastics vocabulary to develop understanding
- Progressive building from simple to complex sequences
- Positive reinforcement for effort and improvement
- Regular checking of balance holds for full 5-second duration
Common Misconceptions
- Faster movement is better - emphasise control and quality
- All travelling must be at floor level - explore high and low levels
- Sequences must be complicated - simple can be beautiful with good quality
- Balances don't need to be held - emphasise stillness and control
- Everyone must do identical movements - encourage individual interpretation
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries, immediate positive feedback, movement breaks built into lesson
dyspraxia
- Break down movements into smaller steps, extra practice time, simplified sequences, larger movement patterns
autism spectrum
- Clear routine structure, visual timetable of lesson sections, quiet space available if overwhelmed
visual impairment
- Use brightly coloured cones, provide tactile boundaries, buddy system for guidance, clear verbal descriptions of all movements
hearing impairment
- Use visual signals and demonstrations, written instruction cards, ensure student can see teacher clearly
physical disability
- Adapt travelling methods to suit mobility, use seated balances if needed, modified jumping to stepping
Cross-Curricular Links
English
Following instructions, descriptive vocabulary for movements, giving feedback to peers
Maths
Counting balance holds, sequencing movements in order, spatial concepts of high/low
Science
Body parts and movement, forces in jumping and landing, balance and stability
PSHE
Working safely around others, supporting classmates, building confidence through performance
Teacher Guidance
Positioning
Move around hall perimeter for optimal viewing of all students, central position during demonstrations
Observation Focus
Watch for spatial awareness, movement quality, balance control, and safety compliance
Intervention Points
Step in immediately if unsafe movement occurs, provide individual support for struggling students
Demonstration Notes
Always demonstrate each movement clearly before asking students to attempt, exaggerate key teaching points for visibility
Verbal Cues
- •'Eyes up, look for space!'
- •'Bend those knees when landing!'
- •'Hold that balance steady!'
- •'Show me clear changes between high and low!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium minimum 15m x 20m for safe movement
Surface Check
Non-slip surface, free from obstacles and equipment not in use
Equipment Safety
Safety Checks
- •Cones checked for sharp edges or cracks
- •Equipment stored safely at hall edges
- •Clear pathways maintained throughout lesson
Risk Management
Key Risks
- •Collisions during travelling activities
- •Falls during jumping over cones
- •Injuries from poor landing technique
Risk Mitigation
- •Clear boundaries and safe space established from start
- •Progressive introduction of jumping skills
- •Constant emphasis on spatial awareness
- •Teaching proper landing technique with bent knees
Supervision & Emergency Procedures
Supervision Points
- •Position with clear view of all students during activities
- •Monitor closely during jumping activities
- •Watch for fatigue during floor-based travelling
Emergency Procedures
Clear stop signal established, first aid kit accessible, nearest exit identified