Lesson 1 - Moving On, Off and Over Apparatus
Creative Movement & Teamwork
•Year 1
•Gymnastics
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How can we move our bodies safely and creatively on, off and over gymnastics apparatus?
Learning Objectives
- To develop the ability to move on, off and over apparatus using different body parts and levels
- To transfer floor sequences to apparatus work safely and creatively
- To work cooperatively with a partner to combine and perform sequences
Key Outcomes
- Students will demonstrate controlled movements on, off and over apparatus
- Students will adapt their floor sequences for apparatus work
- Students will collaborate effectively to create partner sequences
Equipment & Resources Required
Position around hall with 3-4 metre gaps between stations
Alternative: PE benches, low balance beams
Place beside and under apparatus for safe landings
Alternative: Crash mats, exercise mats
Position at appropriate height for Year 1 students
Alternative: Sturdy PE boxes, low vaulting boxes
Place on floor for 'over' activities
Alternative: Rope circles, chalked circles
For rhythm and atmosphere during sequences
Alternative: Phone/tablet with speaker
Key Vocabulary
Equipment used in gymnastics such as benches, mats, and climbing frames
A series of movements performed one after another in order
The three ways we can move in relation to apparatus
Similar movements that belong to the same family, such as different types of jumps
How high or low our body is - high level, medium level, low level
Moving your body exactly how you want it to move
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic travelling actions: walking, running, hopping, skipping
- Simple jumping and landing techniques from Unit 1
- Understanding of 'like actions' from previous unit
- Basic apparatus handling and safety awareness
Current Skills
- Moving on apparatus using different body parts
- Getting off apparatus with controlled landings
- Moving over apparatus safely
- Linking actions to create sequences
Next Steps
- More complex apparatus combinations
- Advanced sequence work with changes of direction
- Group sequence creation
- Performance and evaluation skills
Milestone Indicators
Key Teaching Points
- Safety is paramount - always demonstrate and insist on safe landing technique
- Progress gradually from simple movements to complex sequences
- Encourage creativity while maintaining control and safety
- Use correct vocabulary consistently - on, off, over, apparatus, sequence
- Ensure all students experience success at their own level
- Model excellent cooperation and positive encouragement
- Make clear links between movements and apparatus handling safety
Common Misconceptions
- Thinking 'on' means the same as 'over' - clarify that 'on' means staying on the apparatus
- Believing bigger jumps are always better - emphasise control over height or distance
- Assuming all apparatus is the same - explain different apparatus requires different approaches
- Thinking sequences must be complex - show that simple, controlled sequences are excellent
- Confusing apparatus names - consistently use correct terminology and point out differences
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and structure, use movement as positive outlet, give specific roles and responsibilities
dyspraxia
- Demonstrate movements multiple times, break complex sequences into smaller parts, provide additional practice time, use rhythm and counting to aid coordination
autism spectrum
- Provide clear visual schedule of lesson activities, allow familiarisation time with apparatus before use, offer quiet space if overwhelmed, use consistent language and routines
visual impairment
- Use bright coloured apparatus, provide verbal descriptions of movements, assign sighted buddy for support, use tactile guidance for apparatus exploration
hearing impairment
- Use visual demonstrations extensively, hand signals for instructions, written visual cards showing key movements, vibration signals for attention
physical disability
- Provide seated or supported versions of movements, modified apparatus at appropriate heights, additional adult support for transfers, adapted goals focusing on achievable movements
Cross-Curricular Links
English
Following instructions, learning new vocabulary (apparatus, sequence, balance), describing movements and actions
Maths
Counting sequences, understanding positional language (on, off, over), measuring safe distances between apparatus
Science
Understanding balance and forces, exploring how the body moves, learning about muscles and bones during movement
PSHE
Building confidence, working cooperatively with others, taking responsibility for safety, perseverance through challenges
Teacher Guidance
Positioning
Move continuously around apparatus stations to maintain visual contact with all groups and provide support where needed
Observation Focus
Monitor landing technique, apparatus stability, cooperation between students, and progression in movement quality
Intervention Points
Step in immediately for unsafe practices, assist with apparatus handling, and provide encouragement for reluctant participants
Demonstration Notes
Always demonstrate new movements clearly from a position where all students can see, emphasise safety aspects, and show progressions from simple to complex
Verbal Cues
- •'Bend those knees on landing!'
- •'Wait for your turn'
- •'Use your hands to help you balance'
- •'Keep control of your body'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space minimum 15m x 10m with high ceiling for apparatus work
Surface Check
Clean, dry, non-slip floor surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned correctly for all landing areas
- •Adequate spacing between apparatus stations
- •Regular equipment inspection for wear and damage
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between students at stations
- •Poor landing technique causing injury
- •Inappropriate use of apparatus beyond ability level
Risk Mitigation
- •Clear demonstration of safe techniques before practice
- •Progressive skill building from simple to complex
- •Continuous supervision and immediate correction of unsafe practices
- •Appropriate grouping and turn-taking systems
- •Emergency stop signal established and practised
Supervision & Emergency Procedures
Supervision Points
- •Position for clear sight lines to all apparatus stations
- •Move regularly between groups to monitor activity
- •Pay special attention during apparatus setup and pack away
- •Ensure ratios allow for safe supervision (max 30 students)
Emergency Procedures
Stop all activity immediately, assess injured student without moving them, summon first aid and senior staff as required