Creative Movement & Teamwork
•Year 1
•Gymnastics
•Arranged in rows with 2-metre spacing between mats
Alternative: Large PE mats or marked floor spaces
Mark starting positions for Conveyor Belt activity
Alternative: Chalk marks, rope lines, or tape
For clear start/stop signals
Alternative: Tambourine, bell, or verbal signals
Performing the same movements one after another, not at the same time
A series of movements performed one after the other in order
Performing movements at exactly the same time together
When to start and stop movements to coordinate with others
Understanding where pupils are coming from and where they're going
Counting in sequence, pattern recognition, understanding rhythm and timing intervals
Understanding cause and effect, wave motion principles, coordination and reaction time
Canon and round concepts, rhythm and beat, listening and responding to timing cues
Partnership skills, patience and waiting, celebrating others' successes, perseverance when timing is difficult
Centre-front position for demonstrations, move around perimeter during practice to observe all students
Watch for timing accuracy, partner cooperation, and sequence quality
Step in if timing breaks down completely, provide individual support for struggling partnerships
Use student volunteers to show canon timing, exaggerate waiting and starting moments for clarity
Full hall space (minimum 15m x 10m) with clear boundaries
Non-slip surface, free from obstacles and hazards
Stop activity immediately with whistle signal, assess any injuries, provide appropriate first aid or support as needed
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