Lesson 4 - Transition Between Wide, Narrow and Curled Shapes
Body Awareness and Shape Exploration Through Gymnastics
•Year 1
•Gymnastics
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How can we move like champion gymnasts using different body parts to create wide, narrow and curled shapes?
Learning Objectives
- To transition smoothly between wide, narrow and curled shapes using big and small body parts
- To demonstrate 'champion' movements with control and precision
- To create interesting gymnastics by combining apparatus and movements
Key Outcomes
- Students will move between wide, narrow and curled positions with control
- Students will balance on both big and small body parts
- Students will combine movements using multiple pieces of apparatus
Equipment & Resources Required
Distributed across three zones
Alternative: Exercise mats or carpet squares
Arranged in different zones for varied experiences
Alternative: Low tables or balance beams
To mark zone boundaries and label areas
Alternative: Coloured markers or bean bags
Clear labels for 'Wide', 'Narrow', 'Curled' and 'Big', 'Small'
Alternative: Laminated cards or whiteboard signs
For signalling transitions and timing
Alternative: Drum or whistle
Key Vocabulary
Stretching body parts far apart to take up lots of space
Bringing body parts close together to take up little space
Bringing body parts in towards the centre to make a round shape
Large parts of the body like back, tummy, bottom, and side
Smaller parts of the body like hands, feet, knees, and elbows
Moving silently with pointed fingers and toes, holding shapes still
Moving smoothly from one shape or position to another
Using more than one piece of apparatus creatively to move and make shapes
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and naming body parts
- Simple balances on large body parts
- Following simple movement instructions
Current Skills
- Transitioning between different body shapes
- Balancing on small body parts
- Using apparatus safely and creatively
Next Steps
- Linking movements into short sequences
- Adding travelling movements between balances
- Creating partner work with body shapes
Milestone Indicators
Key Teaching Points
- Champion movement means silent steps with pointed fingers and toes at all times
- Big body parts (back, tummy, side, bottom) provide stable bases for balancing
- Small body parts (hands, feet, knees, elbows) create more challenging balance positions
- Wide shapes stretch out to take maximum space, narrow shapes minimise space usage
- Curled shapes bring all body parts towards the centre like hedgehogs or balls
- Interesting gymnastics requires creative thinking and safe use of multiple apparatus
- All shapes must be held completely still for 4 seconds to demonstrate control
Common Misconceptions
- Students think interesting gymnastics means dangerous combinations - emphasise safety first
- Confusion between big and small body parts - provide clear examples and frequent reminders
- Believing that wobbling means failure - explain that learning balance takes practice
- Thinking apparatus must be used individually - demonstrate safe combination possibilities
- Assuming wide means big and narrow means small - clarify these are different concepts
- Champion movement only applies during balances - emphasise it's needed throughout lesson
SEN Adaptations
ADHD
- Frequent changes between activities, clear boundaries and structure, physical movement integrated throughout, immediate positive feedback for on-task behaviour
dyspraxia
- Simplified movement patterns initially, additional demonstration and practice time, supportive apparatus positioning, celebration of effort over perfection
autism spectrum
- Clear visual schedule of lesson activities, consistent routine in zone rotations, quiet space available if overwhelmed, concrete examples of shape expectations
visual impairment
- Use bright coloured zone markers, provide verbal descriptions of all apparatus positions, buddy system for navigation, tactile exploration of apparatus before use
hearing impairment
- Clear visual demonstrations, hand signals for instructions, written zone labels with pictures, visual cues for tambourine signals
physical disability
- Adapted apparatus heights, seated balance alternatives, support devices as needed, focus on achievable movements within individual capabilities
Cross-Curricular Links
English
Following instructions, learning new vocabulary (wide, narrow, curled), describing movements and explaining interesting gymnastics to others
Maths
Counting to 4 during balance holds, recognising 3D shapes in body positions, understanding concepts of big and small, spatial awareness and positioning
Science
Understanding body parts and their functions, exploring balance and gravity, investigating how different bases of support affect stability
PSHE
Building confidence through physical challenges, developing resilience when activities are difficult, cooperation and sharing during apparatus work
Teacher Guidance
Positioning
Central position during introductions, mobile between zones during activities for optimal supervision
Observation Focus
Watch for understanding of shape differences, control in balances, safe apparatus use, and creative problem-solving
Intervention Points
Step in immediately for unsafe apparatus use, provide encouragement for students struggling with balance, offer alternatives for students finding activities too challenging
Demonstration Notes
Always demonstrate at student eye level, exaggerate movements for visibility, use clear verbal descriptions alongside physical demonstrations, show both correct and common mistake examples
Verbal Cues
- •'Point those fingers and toes like champions!'
- •'Hold it still for 4 seconds!'
- •'Wide shapes take up lots of space!'
- •'Think safety first with your apparatus!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall minimum 15m x 10m with safe storage for apparatus
Surface Check
Non-slip floor surface, clean and dry, free from obstacles
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned to cushion potential falls
- •Equipment appropriate height for Year 1 students
Risk Management
Key Risks
- •Falls from apparatus during balancing
- •Collisions between students during movement
- •Unsafe apparatus combinations during interesting gymnastics
Risk Mitigation
- •Clear boundaries established around each zone
- •Maximum 6-8 students per zone to prevent overcrowding
- •Teacher demonstration of safe apparatus use before student exploration
- •Progressive skill building from floor to apparatus
- •Immediate intervention for unsafe practices
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all three zones
- •Move between zones during activities to provide close supervision
- •Maintain awareness of students attempting challenging balances
Emergency Procedures
Stop signal established (raised hand), first aid kit accessible, clear evacuation route maintained