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Lesson 4 - Sequencing Narrow and Curled Shapes

Foundation Body Shapes and Rolling Control

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Year 1

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Gymnastics

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45 min

Big Question

How can we create smooth, controlled sequences that flow between narrow and curled body shapes?

Learning Objectives

To move smoothly from narrow shapes to tight curled shapes and back to form a sequence
To change direction and level during gymnastic movements
To demonstrate improved agility, balance and coordination through shape work

Key Outcomes

Students will perform sequences combining narrow and curled shapes with control
Students will work at different levels and directions within their sequences
Students will demonstrate understanding of contrast in movement

Equipment & Resources Required

Gymnastics Mats

6-8 mats

Spread evenly around activity area, ensure no gaps

Alternative: Carpet tiles, blankets for home use

Apparatus

6 stations

Set up 6 stations around hall perimeter for rotation

Alternative: Playground equipment, garden furniture

Music Player

Ensure volume allows for clear instruction over music

Alternative: Smartphone with speaker, singing/clapping for rhythm

Stopwatch

For timing apparatus setup and movement challenges

Alternative: Phone timer, classroom clock

Dish Cones

12 cones

Mark apparatus stations and boundary lines

Alternative: Beanbags, shoes as markers

Key Vocabulary

Narrow shape

Body position where all body parts are close together, creating a thin silhouette

Curled shape

Body position where the spine is rounded and limbs are tucked in close

Sequence

A series of movements performed one after another in a planned order

Level

The height at which movements are performed (high, medium, low)

Direction

The pathway of movement through space (forwards, backwards, sideways)

Contrast

The difference between movements or shapes that makes them interesting

Skill Progression Pathway

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

Prior Learning

Can make basic body shapes (straight, curved, wide)
Can perform simple balances on different body parts
Can roll forwards and backwards with support

Current Skills

Creating narrow and curled body shapes with control
Linking shapes together in sequences
Working at different levels and directions

Next Steps

Adding apparatus work to shape sequences
Including rotation and flight in sequences
Partner and group sequence work

Milestone Indicators

Smooth transitions between shapes without pausing

Consistent control throughout sequence

Creative use of space and levels

Key Teaching Points

Maintain clear shape formation throughout sequences
Emphasise smooth, controlled transitions between movements
Use different levels (high, medium, low) to add interest
Include direction changes to create dynamic sequences
Focus on quality over speed in all movements
Encourage peer observation and constructive feedback
Prioritise safety during all apparatus work

Common Misconceptions

Sequences must be fast to be good - emphasise control and quality over speed
All shapes must be held for same time - vary timing for interesting sequences
Apparatus work is about tricks - focus on applying floor skills to equipment
Feedback should focus on problems - teach positive feedback first, then suggestions
Everyone's sequence should look the same - celebrate individual creativity and interpretation

SEN Adaptations

ADHD

Frequent position changes, clear boundaries for activities, regular positive reinforcement and movement breaks built into structure

dyspraxia

Extra practice time for sequences, simplified movement patterns initially, visual and verbal cues combined for all instructions

autism spectrum

Clear visual schedule of lesson structure, consistent routines for apparatus setup, quiet space available if needed for breaks

visual impairment

Use tactile markers for apparatus stations, verbal descriptions of all movements, buddy system for guidance and spatial awareness

hearing impairment

Clear visual demonstrations of all activities, hand signals for key instructions, visual cards showing sequence requirements

physical disability

Adapted apparatus at appropriate heights, modified sequences using available range of movement, seated variations where needed

Cross-Curricular Links

English

Letter recognition in closing game, vocabulary development (narrow, curled, sequence), following instructions and giving feedback

Maths

Counting sequences (1st, 2nd, 3rd movements), shape recognition and properties, directional language (forwards, backwards, sideways)

Science

Forces and motion during rolling, balance points and stability, body systems working during exercise

PSHE

Self-confidence through skill development, cooperation and teamwork, giving and receiving constructive feedback

Teacher Guidance

Positioning

Central position during demonstrations, circulate during practice, strategic positioning during apparatus work for maximum visibility

Observation Focus

Shape quality, sequence flow, safe apparatus use, peer interaction and feedback quality

Intervention Points

["Step in if apparatus use becomes unsafe", "Support children struggling with shape formation", "Guide peer feedback to be constructive", "Ensure all children are included and participating"]

Demonstration Notes

Use children as positive examples whenever possible, demonstrate slowly first then at normal speed, emphasise key teaching points visually

Verbal Cues

•'Hold that shape steady!'
•'Smooth transitions between movements!'
•'Show me different levels!'
•'Keep your shapes clear and controlled!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 10m x 15m clear space for floor work, additional space for 6 apparatus stations around perimeter

Surface Check

Non-slip surface, clear of obstacles, appropriate gymnastics mats available

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Safety mats positioned under and around all apparatus
•Equipment appropriate for Year 1 height and strength
•Clear pathways between apparatus stations

Risk Management

Key Risks

•Falls from apparatus
•Collisions during travelling activities
•Poor technique during rolling
•Overexcitement leading to unsafe behaviour

Risk Mitigation

•Clear apparatus rules established and reinforced
•Adult supervision at challenging stations
•Safe rolling technique taught and practised
•Controlled travelling methods (frog jumps, bunny hops)
•Clear boundaries and personal space awareness

Supervision & Emergency Procedures

Supervision Points

•Position to observe apparatus work at all times
•Circulate during floor work to check technique
•Monitor equipment setup and pack-away
•Ensure safe transitions between activities

Emergency Procedures

Stop signal established, first aid kit accessible, clear emergency exits, adult support available for any incidents