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Lesson 2 - Travelling in Pathways

Exploring Movement Pathways Through Creative Gymnastics

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Year 1

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Gymnastics

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1h 19min

Big Question

How can I create different pathways when I travel close to the ground?

Learning Objectives

To push and pull myself along the ground using different body parts
To form sequences by travelling in specified pathways
To recognise what success looks like in myself and others

Key Outcomes

Students will demonstrate controlled pushing and pulling movements at low level
Students will create simple sequences incorporating different pathway shapes
Students will peer assess and self-assess movement quality

Equipment & Resources Required

Gymnastics Mats

6-8 mats

Spread evenly around hall for apparatus work section

Alternative: Carpet squares or towels for sliding practice

Apparatus

4-6 pieces

Set up in stations around the hall with clear pathways between

Alternative: Sturdy chairs or low tables (supervised use only)

Cones

12 cones

Use to mark pathway corners and starting positions

Alternative: Bean bags, plastic bottles, or chalk marks

Stopwatch

For timing apparatus setup and pack away

Alternative: Phone timer or classroom clock

Digital Cameras

1 (optional)

For recording peer assessment dialogue and movement examples

Alternative: Note-taking for assessment observations

Key Vocabulary

Pathway

The route or direction you travel in, like straight, curved, or zigzag lines

Push

Using your muscles to move yourself forward by pressing against the ground

Pull

Using your muscles to drag yourself forward by gripping and pulling

Sequence

A series of movements performed one after another in order

Low level

Moving close to the ground, using hands, knees, or lying down

Triangle

A shape with three sides and three corners

Skill Progression Pathway

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

Prior Learning

Basic body awareness and control
Simple travelling movements like crawling and rolling
Understanding of high, medium and low levels

Current Skills

Controlled pushing and pulling movements at floor level
Creating geometric pathway shapes
Peer assessment and feedback skills

Next Steps

Linking apparatus work with pathway concepts
More complex pathway combinations
Partner and group pathway sequences

Milestone Indicators

Smooth transitions between different travelling methods

Clear pathway shapes maintained throughout sequences

Constructive peer feedback given and received

Key Teaching Points

Emphasise control over speed in all pushing and pulling movements
Insist on clear geometric shapes - use visual and verbal cues to reinforce
Model high-quality peer feedback using specific, positive language
Maintain strict apparatus safety rules throughout equipment handling
Encourage experimentation while maintaining safety boundaries
Connect pathway work to real-world examples children understand
Celebrate both skill achievement and positive attitudes equally

Common Misconceptions

Pushing and pulling are the same - demonstrate clear differences in muscle action and body position
Faster movement equals better performance - emphasise control and accuracy over speed
Peer feedback should focus on problems - teach positive, constructive observation skills
Apparatus work is just free play - establish clear learning objectives for equipment use
Shape pathways don't need to be accurate - use visual markers and checking techniques
Self-assessment is about pleasing the teacher - encourage honest personal reflection

SEN Adaptations

ADHD

Frequent movement breaks, clear time boundaries for activities, immediate positive feedback for on-task behaviour

dyspraxia

Slower demonstration pace, broken-down skill teaching, additional practice time for coordination development

autism spectrum

Clear visual schedules for lesson structure, quiet observation zones available, consistent routines for apparatus work

visual impairment

Use bright coloured markers for pathways, provide tactile guidance for shapes, buddy system for demonstrations

hearing impairment

Visual demonstrations emphasised, hand signals for instructions, written task cards available

physical disability

Wheelchair pathway versions, seated push/pull alternatives, modified apparatus heights and positions

Cross-Curricular Links

English

Speaking and listening - giving feedback, following instructions, using descriptive vocabulary for movement

Maths

Geometry - recognising and creating 2D shapes, understanding properties of triangles, squares, circles

Science

Forces and motion - pushing and pulling forces, friction between body and floor, balance and stability

Geography

Direction and position - understanding pathways and routes, spatial awareness, mapping movement patterns

PSHE

Working with others - peer assessment skills, giving constructive feedback, celebrating others' achievements

Teacher Guidance

Positioning

Move around perimeter for full class visibility, closer supervision during apparatus work

Observation Focus

Monitor pathway accuracy, movement control, peer interaction quality, safety awareness

Intervention Points

Step in for unsafe movement, support struggling learners, manage peer assessment quality, enforce apparatus rules

Demonstration Notes

Use clear, slow demonstrations emphasising key teaching points. Include children as demonstrators where appropriate to model good practice

Verbal Cues

•'Strong pushing with your hands!'
•'Make your pathway shape really clear!'
•'Smooth transitions between movements!'
•'Tell your partner exactly what you saw!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Hall or large indoor space minimum 15m x 10m, clear of obstacles

Surface Check

Non-slip surface, checked for hazards, appropriate for floor work

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Mats positioned securely and flat
•Adequate spacing around each apparatus station

Risk Management

Key Risks

•Collisions during warm-up activities
•Falls from apparatus or during floor work
•Strains from pushing/pulling movements
•Overexertion during game activities

Risk Mitigation

•Clear boundaries and pathways established
•Controlled movement speeds emphasised throughout
•Progressive skill building from simple to complex
•Adult supervision of apparatus setup and use
•Regular safety reminders and rule reinforcement

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all working areas
•Circulate during individual practice to check technique
•Monitor apparatus work closely for safe use
•Watch for signs of fatigue or overexertion

Emergency Procedures

Stop signal established, first aid kit accessible, clear evacuation routes, contact emergency services if serious injury