Movement Patterns & Awareness
•Year 1
•Gymnastics
•Place around apparatus stations and open floor areas
Alternative: Crash mats or carpet tiles for landing areas
Position with mats for safe landing zones
Alternative: Low boxes or stable platforms (max 30cm high)
Mark station boundaries and target areas
Alternative: Bean bags or spots
Create target landing areas on mats
Alternative: Chalk circles or rope circles
The moment when both feet leave the ground to begin a jump
Coming down safely on two feet with bent knees
The position your body makes in the air during a jump
A series of movements linked together smoothly
Being able to manage your body movements precisely
Understanding where pupils are coming from and where they're going
Following multi-step instructions, using descriptive vocabulary for movement, sequencing language and storytelling through movement
Counting repetitions and sequences, measuring jump distances, understanding spatial concepts of high/low/near/far
Understanding forces in jumping, gravity and landing, body systems working during exercise, balance and stability concepts
Personal challenge and resilience, cooperative working at stations, celebrating individual achievements and differences
Central position during demonstrations, circulating actively during practice phases with clear sight lines to all students
Landing technique, controlled movement, appropriate challenge choices, positive peer interactions
Step in when technique becomes unsafe, provide encouragement for hesitant students, ensure apparatus use remains appropriate
Use exaggerated movements for clarity, show common mistakes and corrections, involve confident students as additional demonstrators
Minimum 15m x 10m clear space with additional areas for apparatus stations
Non-slip, even surface free from obstacles and hazards
Stop activity immediately, assess situation, provide appropriate first aid, complete incident documentation if required
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