Lesson 2 - Rocking and Sequence Building
Creative Movement & Teamwork
•Year 1
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we use different body shapes to rock safely and create flowing sequences?
Learning Objectives
- To introduce and practise rocking movements using different body parts
- To experiment with rocking in various body shapes (tucked, pike, dish, arch)
- To link rocking movements into simple sequences with clear starts and finishes
Key Outcomes
- Students will demonstrate controlled rocking movements on different body parts
- Students will show at least three different body shapes while rocking
- Students will create and perform a simple sequence combining balance, rocking, and jumping movements
Equipment & Resources Required
Place hoops evenly around the working area with good spacing
Alternative: Chalk circles, rope circles, or marked floor spots
Position at comfortable jumping height for Year 1 students (15-20cm)
Alternative: Mats folded in half, small steps, or stable chairs
Spread throughout area for safe landing and rocking practice
Alternative: Carpet tiles or soft surface markings
Key Vocabulary
Moving backwards and forwards in a controlled way while maintaining body shape
Knees pulled up to chest, arms wrapped around legs, making a small ball shape
Sitting with legs straight out, reaching forward to touch toes
Lying on back, shoulders and legs lifted off floor, making a curved shape like a dish
Lying on front, lifting head and legs to make a curved arch shape
A series of movements linked together with a clear beginning and end
Keeping muscles tight and strong to maintain good body shapes
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body shapes (tucked, straight, wide)
- Simple balancing on different body parts
- Following instructions and staying in control
Current Skills
- Controlled rocking movements in different shapes
- Linking movements together smoothly
- Creating simple gymnastics sequences
Next Steps
- More complex rocking and rolling movements
- Longer sequences with apparatus
- Partner work and synchronised movements
Milestone Indicators
Key Teaching Points
- Maintain body shape throughout all rocking movements
- Rock only to shoulders, never onto neck or head
- Build sequences with clear starts, middles, and endings
- Work cooperatively and supportively with partners
- Show controlled, smooth movements rather than rushed attempts
- Link movements together without extra steps or pauses
- Demonstrate good body tension to maintain strong shapes
Common Misconceptions
- Thinking rocking means rolling - explain it's back and forth in same spot
- Believing harder/faster is better - emphasise control and smoothness
- Expecting immediate success - highlight that practice improves performance
- Focusing only on apparatus work - stress importance of floor skills too
- Thinking sequences must be identical - encourage personal variations within structure
SEN Adaptations
ADHD
- Use shorter activity bursts, provide clear boundaries, give specific focus points for each movement
dyspraxia
- Break down movements into smaller steps, provide extra practice time, use larger equipment for easier success
autism spectrum
- Provide visual sequence cards, establish clear routine for partner changes, offer quiet space if overwhelmed
visual impairment
- Use verbal descriptions of body shapes, provide physical guidance for positioning, pair with sighted buddy for sequence work
hearing impairment
- Use clear visual demonstrations, simple hand signals for timing, written sequence cards with pictures
physical disability
- Adapt rocking movements to seated position, use stable chair or wheelchair for balance challenges, modify apparatus height
Cross-Curricular Links
English
Following complex instructions, using descriptive vocabulary for movements, explaining techniques to others
Maths
Counting seconds for balances, sequencing movements in order, recognising shapes and patterns in body positions
Science
Understanding forces and movement, exploring balance and gravity, learning about body parts and muscles
PSHE
Cooperation and teamwork, building confidence through achievement, supporting and encouraging others
Teacher Guidance
Positioning
Move around the area to observe all students, position centrally for demonstrations
Observation Focus
Watch for correct body shapes, controlled movements, and safe partner interactions
Intervention Points
Step in if students attempt unsafe movements, struggle with cooperation, or show frustration
Demonstration Notes
Always demonstrate movements slowly first, emphasise safety points, show both correct and common error examples
Verbal Cues
- •'Keep your tuck tight!'
- •'Rock only to your shoulders!'
- •'Show me strong body shapes!'
- •'Help your partner succeed!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear area with additional space around apparatus
Surface Check
Non-slip surface, mats securely positioned, no protruding objects
Equipment Safety
Safety Checks
- •Check all apparatus is stable and appropriate height for Year 1
- •Ensure mats are thick enough and properly positioned
- •Verify hoops are in good condition with no sharp edges
Risk Management
Key Risks
- •Students rocking too far onto neck/head
- •Unsafe jumping onto or off apparatus
- •Collisions during movement activities
- •Loss of control during rocking movements
Risk Mitigation
- •Clear demonstration of safe rocking range (to shoulders only)
- •Supervised practice with apparatus before independent work
- •Adequate spacing maintained throughout lesson
- •Progressive skill building from simple to complex movements
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during rocking practice
- •Monitor apparatus work closely for safe technique
- •Check partner work is supportive and appropriate
Emergency Procedures
Stop activity immediately if unsafe movement observed, assess any injuries, provide appropriate first aid or seek additional support