Lesson 5 - Shape Sequences at Different Levels
Foundation Body Shapes and Rolling Control
•Year 1
•Gymnastics
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How can we create beautiful movement sequences using different shapes at high and low levels?
Learning Objectives
- To form sequences including curled, narrow and wide shapes at different levels
- To perform controlled movements with good starting and finishing positions
- To recognise and give feedback on successful gymnastics performances
Key Outcomes
- Students will create and perform a 6-movement sequence with shape and level variations
- Students will demonstrate safe apparatus handling and sharing skills
- Students will assess their own and others' work using success criteria
Equipment & Resources Required
Distributed around apparatus stations
Alternative: Yoga mats or carpet squares
Set up in stations around hall perimeter
Alternative: PE benches, low stools
For timing apparatus setup challenges
Alternative: Phone timer, wall clock
For recording peer assessment dialogues
Alternative: Tablet, phone camera
Key Vocabulary
A series of movements performed one after another in order
Body position where you make yourself small and round like a ball
Body position where you make yourself thin like a pencil
Body position where you stretch arms and legs apart to take up lots of space
The height at which movements are performed - high or low
Moving your body in a careful, planned way
Watching and giving helpful comments about a friend's work
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of curled, narrow and wide shapes
- Simple balancing skills on floor
- Basic apparatus safety rules
Current Skills
- Creating sequences with multiple shapes
- Working at different levels (high and low)
- Peer assessment and feedback skills
- Safe apparatus handling in groups
Next Steps
- Adding travelling movements to sequences
- Including rolling elements in sequences
- Creating partner sequences
- Advanced apparatus work
Milestone Indicators
Key Teaching Points
- Shape quality is more important than speed in sequences
- Each shape should be held still for 2-3 seconds before transitioning
- High level means standing/reaching up, low level means on floor/crouching down
- Apparatus safety rules are non-negotiable and must be consistently enforced
- Peer feedback should be specific and encouraging, focusing on what was done well
- Self-assessment helps students understand their own learning and progress
- Smooth transitions between movements show control and planning
Common Misconceptions
- Students may think faster movements are better - emphasise control over speed
- May not understand level differences clearly - use clear visual demonstrations
- Could think all shapes should look the same - encourage individual interpretation within shape criteria
- May believe apparatus work is just 'playing' - emphasise skill development purpose
- Might think feedback should point out mistakes - teach positive, constructive approach
- Could assume sequences should be different each time - teach consistency and memory
- May not realise the importance of starting and finishing positions - demonstrate impact on overall performance
SEN Adaptations
ADHD
- Shorter practice periods, clear boundaries marked, frequent positive feedback, movement breaks between static activities
dyspraxia
- Simplified sequences initially, additional practice time, visual/verbal cues for shape positions, buddy support for apparatus work
autism spectrum
- Clear visual schedule of lesson structure, quiet spaces available, consistent routines for apparatus work, advance warning of transitions
visual impairment
- Use verbal descriptions of shapes, tactile guidance for apparatus positioning, peer buddy system for movement, clear verbal boundaries
hearing impairment
- Visual demonstrations of all movements, written sequence cards, visual signals for start/stop, clear visual apparatus safety rules
physical disability
- Adapted apparatus heights, seated versions of shapes where appropriate, modified sequence requirements, additional adult support
Cross-Curricular Links
English
Following multi-step instructions, using descriptive vocabulary for shapes and movements, peer discussion and feedback skills
Science
Body awareness and control, balance and stability concepts, forces and gravity in gymnastics movements
PSHE
Self-reflection and assessment skills, giving constructive feedback, teamwork in apparatus handling, confidence building through performance
Teacher Guidance
Positioning
Move around all apparatus stations, ensure visual contact with every student during apparatus work
Observation Focus
Shape quality, sequence memory, peer feedback skills, apparatus safety behaviour
Intervention Points
Step in immediately for unsafe apparatus use, provide individual coaching for sequence development, support students struggling with peer assessment
Demonstration Notes
Use confident students to model good technique, demonstrate shape distinctions clearly, show apparatus safety procedures, model constructive feedback language
Verbal Cues
- •'Show me those strong, clear shapes!'
- •'Remember to hold each position still!'
- •'What makes that sequence excellent?'
- •'Safety first with apparatus!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall size 10m x 15m with apparatus storage areas
Surface Check
Non-slip floor surface, clean and free from water or debris
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned under all apparatus
- •Equipment appropriate height for Year 1
- •No damaged or worn equipment used
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions during movement
- •Unsafe apparatus handling
- •Poor landing technique
Risk Mitigation
- •Clear apparatus rules taught and reinforced
- •Adult supervision of all apparatus work
- •Mats under all raised equipment
- •Controlled group sizes at stations
- •Progressive skill building from floor to apparatus
Supervision & Emergency Procedures
Supervision Points
- •Position to see all apparatus stations
- •Move between stations during work
- •Direct supervision of apparatus setup/pack away
- •Immediate intervention for unsafe behaviour
Emergency Procedures
Stop signal understood by all, clear pathways to exits, first aid kit accessible, emergency contact available