🤸

Lesson 5 - Shape Sequences at Different Levels

Foundation Body Shapes and Rolling Control

•

Year 1

•

Gymnastics

•

1h 6min

Big Question

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

Gymnastics Mats

8-10 mats

Distributed around apparatus stations

Alternative: Yoga mats or carpet squares

Apparatus

4-6 pieces

Set up in stations around hall perimeter

Alternative: PE benches, low stools

Stopwatch

For timing apparatus setup challenges

Alternative: Phone timer, wall clock

Video Device

For recording peer assessment dialogues

Alternative: Tablet, phone camera

Key Vocabulary

Sequence

A series of movements performed one after another in order

Curled shape

Body position where you make yourself small and round like a ball

Narrow shape

Body position where you make yourself thin like a pencil

Wide shape

Body position where you stretch arms and legs apart to take up lots of space

Levels

The height at which movements are performed - high or low

Control

Moving your body in a careful, planned way

Peer assessment

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

Smooth transitions between shapes

Clear distinction between high and low levels

Controlled starting and finishing positions

Constructive peer feedback given

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