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Lesson 2 - Rocking and Sequence Building

Creative Movement & Teamwork

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Year 1

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Gymnastics

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45 min

Big Question

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

Hoops

15 (half the class)

Place hoops evenly around the working area with good spacing

Alternative: Chalk circles, rope circles, or marked floor spots

Apparatus

6-8 pieces

Position at comfortable jumping height for Year 1 students (15-20cm)

Alternative: Mats folded in half, small steps, or stable chairs

Gymnastics Mats

20-25

Spread throughout area for safe landing and rocking practice

Alternative: Carpet tiles or soft surface markings

Key Vocabulary

Rocking

Moving backwards and forwards in a controlled way while maintaining body shape

Tucked shape

Knees pulled up to chest, arms wrapped around legs, making a small ball shape

Pike shape

Sitting with legs straight out, reaching forward to touch toes

Dish shape

Lying on back, shoulders and legs lifted off floor, making a curved shape like a dish

Arch shape

Lying on front, lifting head and legs to make a curved arch shape

Sequence

A series of movements linked together with a clear beginning and end

Body tension

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

Maintains body shape throughout rocking movement

Moves from one action to another without losing control

Shows clear start and finish positions in sequences

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