Lesson 4 - Sequencing Narrow and Curled Shapes
Foundation Body Shapes and Rolling Control
•Year 1
•Gymnastics
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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
Spread evenly around activity area, ensure no gaps
Alternative: Carpet tiles, blankets for home use
Set up 6 stations around hall perimeter for rotation
Alternative: Playground equipment, garden furniture
Ensure volume allows for clear instruction over music
Alternative: Smartphone with speaker, singing/clapping for rhythm
For timing apparatus setup and movement challenges
Alternative: Phone timer, classroom clock
Mark apparatus stations and boundary lines
Alternative: Beanbags, shoes as markers
Key Vocabulary
Body position where all body parts are close together, creating a thin silhouette
Body position where the spine is rounded and limbs are tucked in close
A series of movements performed one after another in a planned order
The height at which movements are performed (high, medium, low)
The pathway of movement through space (forwards, backwards, sideways)
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
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