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Lesson 1 - Pathways and Stepping

Exploring Movement Pathways Through Creative Gymnastics

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Year 1

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Gymnastics

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45 min

Big Question

How can we create beautiful stepping patterns that show different pathways?

Learning Objectives

To step with controlled and elegant movement in different directions
To create sequences involving sideways, forwards and backward stepping
To begin linking skills to perform actions and sequences of movement

Key Outcomes

Students will demonstrate controlled stepping in multiple directions
Students will create sequences using different pathways
Students will link movements to form simple gymnastics sequences

Equipment & Resources Required

Gymnastics Mats

6 stations

Placed around apparatus stations for safety

Alternative: PE mats or carpeted area

Music Player

For warm-up game and music game activities

Alternative: Voice commands

Stopwatch

For timing apparatus setup challenges

Alternative: Timer on phone

Key Vocabulary

Pathway

The route or direction your body travels through space

Sequence

A series of movements performed one after another

Symmetrical

When both sides of your body do the same thing

Asymmetrical

When both sides of your body do different things

Dynamics

How fast or slow, strong or gentle your movements are

Front Support

Body straight like a plank, arms supporting weight

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic front support position
Simple travelling movements
Following simple movement instructions

Current Skills

Controlled stepping in multiple directions
Creating pathway sequences
Linking movements together

Next Steps

Complex pathway combinations
Adding levels to pathway work
Incorporating rolls into sequences

Milestone Indicators

Can step with pointed toes and control

Shows clear directional changes

Maintains balance throughout sequences

Key Teaching Points

Emphasise control and elegance over speed in all stepping movements
Model excellent technique constantly throughout the lesson
Use children as positive examples to reinforce learning
Connect all activities back to pathway creation and sequence building
Maintain enthusiasm and energy while ensuring safety standards
Celebrate effort and improvement as much as achievement
Use spatial and directional vocabulary consistently throughout

Common Misconceptions

Thinking faster movement is better - emphasise control and quality
Believing pathways must be large - small, precise movements can be equally effective
Assuming forwards movement is easier - backwards and sideways require different but valuable skills
Thinking sequences must be complex - simple, well-executed sequences are more valuable
Believing apparatus work is too difficult - scaffold confidence through progressive challenges

SEN Adaptations

ADHD

Short activity bursts with clear transitions, movement breaks between static activities, clear visual and verbal boundaries for work areas

dyspraxia

Extra practice time for movement patterns, simplified pathway designs initially, verbal counting to support sequence memory, physical support available

autism spectrum

Clear visual schedule of lesson sections, consistent routines for apparatus setup, quiet space available if needed, advance warning of music activities

visual impairment

Use verbal descriptions of pathways, tactile markers for direction changes, buddy support system for spatial navigation

hearing impairment

Visual demonstrations of all movements, hand signals for music game commands, written instruction cards available

physical disability

Seated pathway creation using upper body, modified apparatus heights, alternative movement patterns for different mobility levels

Cross-Curricular Links

English

Following complex instructions, using descriptive vocabulary, communication during partner work and demonstrations

Maths

Exploring 2D shapes through letter pathways (L, W, M, V), understanding angles and turns, measuring distances stepped

Science

Understanding forces and motion through stepping movements, balance and stability concepts, body awareness and coordination

Art

Creating patterns and designs through movement pathways, understanding symmetry and asymmetry in body positions

Geography

Directional vocabulary (forwards, backwards, sideways), creating and following routes, spatial awareness and mapping concepts

Teacher Guidance

Positioning

Move around the space to observe all children, positioning near apparatus during complex activities

Observation Focus

Watch for pathway accuracy, stepping technique quality, balance and control throughout movements

Intervention Points

Step in when children show unsafe technique, lose balance repeatedly, or need encouragement with challenging skills

Demonstration Notes

Use clear, exaggerated movements to show technique. Demonstrate mistakes and corrections. Use children as positive examples when appropriate

Verbal Cues

•'Pointed toes, controlled steps'
•'Strong aeroplane arms'
•'Make your pathway clear and deliberate'
•'Link your movements smoothly together'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m hall space for movement activities, additional space for apparatus stations

Surface Check

Clean, dry, non-slip surface free from obstacles. Mats available for apparatus work

Equipment Safety

Safety Checks

•Check apparatus is stable and secure before use
•Ensure mats are positioned correctly around apparatus
•Test music equipment volume levels for safe communication

Risk Management

Key Risks

•Collisions during pathway activities
•Falls from apparatus during stepping sequences
•Strain injuries during front support positions
•Trips during backwards stepping movements

Risk Mitigation

•Clear spatial boundaries established for individual work
•Progressive skill building from floor to apparatus
•Constant supervision during apparatus work
•Emphasis on controlled movement over speed

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all apparatus stations
•Monitor front support positions for technique and fatigue
•Watch for spatial awareness during backwards movement

Emergency Procedures

Stop activity immediately for any safety concerns, assess injury or risk, provide appropriate first aid, modify activity if needed