Lesson 3 - Jumping and Landing Skills
Confident Movers & Challenges
•Year 2
•Fundamental Movement Skills
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How can we use our whole body to jump safely and powerfully in different directions?
Learning Objectives
- To develop jumping skills using different take-off and landing patterns
- To demonstrate safe landing techniques with bent knees and controlled balance
- To combine running and jumping movements with coordination and control
Key Outcomes
- Students will perform a variety of jumps with correct technique
- Students will demonstrate safe landing with bent knees and balanced finish
- Students will successfully combine a run-up with jumping movements
Equipment & Resources Required
Spread around activity area for jumping challenges
Alternative: Chalk lines, rope
5 for catchers, 1 special colour for rescuer
Alternative: Bean bags, soft play balls
Set up as part of jumping circuit
Alternative: Chalk drawn hopscotch, masking tape
Low height, focus on technique not height
Alternative: Pool noodles, skipping ropes laid on ground
Create jumping patterns and targets
Alternative: Paper plates, masking tape X marks
For musical instruction warm-up game
Alternative: Smartphone with speaker, whistle for rhythm
Key Vocabulary
The moment when you push off from the ground to start your jump
When you come back down to the ground after jumping
Bending your knees when you land to absorb the impact safely
A jumping technique where legs move in opposite directions like scissors
Making your hands into a W position to catch a ball safely
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping on the spot
- Simple balance and coordination skills
- Following basic movement instructions
Current Skills
- Variety of jumping patterns and directions
- Safe landing techniques with bent knees
- Combining running and jumping movements
Next Steps
- More complex jumping sequences
- Jumping for distance and height challenges
- Application of jumping skills in sport-specific contexts
Milestone Indicators
Key Teaching Points
- Always emphasise soft landings with bent knees for safety
- Use arms to help generate power and maintain balance
- Take off from two feet for controlled jumping
- Progress gradually from simple to complex jumping patterns
- Connect jumping mechanics to outcomes (height, distance, direction)
- Maintain spatial awareness during all movement activities
- Celebrate both achievement and effort in skill development
Common Misconceptions
- Students think jumping hard means landing hard - teach soft landings
- Belief that arms don't help jumping - demonstrate arm coordination
- Thinking speed equals control - emphasise technique over speed
- Assuming all jumps are the same - teach different purposes and techniques
- Fear that jumping backwards is dangerous - show controlled, safe technique
SEN Adaptations
ADHD
- Shorter activity bursts, clear physical boundaries, regular positive feedback, movement breaks built into lesson structure
dyspraxia
- Break skills into smaller steps, additional practice time, larger equipment targets, verbal cues for timing and coordination
autism spectrum
- Clear visual schedule of activities, consistent routines, quiet space available if needed, advance warning of activity changes
visual impairment
- Use brightly coloured markers, provide verbal descriptions of demonstrations, buddy system for spatial guidance
hearing impairment
- Clear visual demonstrations, written instruction cards, visual signals for game rules and safety
physical disability
- Modify jumping to stepping or supported movements, adjust heights of obstacles, provide alternative roles in games
Cross-Curricular Links
English
Following instructions, vocabulary development, describing movements and techniques
Maths
Counting jumps, measuring distances, understanding direction (forwards, backwards, sideways)
Science
Forces and motion, how the body works during exercise, understanding gravity and landing
PSHE
Personal safety awareness, working cooperatively, celebrating others' achievements and building confidence
Teacher Guidance
Positioning
Move around the space to observe all students, position centrally for demonstrations and instruction giving
Observation Focus
Landing technique, spatial awareness, application of skills in game situations, cooperation and inclusion
Intervention Points
Step in if unsafe jumping technique observed, support students struggling with directions, manage group dynamics in games
Demonstration Notes
Use clear, exaggerated movements for jumping technique, show contrast between good and poor technique, use competent students to help demonstrate
Verbal Cues
- •'Soft knees on landing!'
- •'Arms up to help your jump!'
- •'Two feet together for take-off!'
- •'Look where you're going!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 20m clear space, indoor hall or outdoor playground
Surface Check
Even, non-slip surface suitable for jumping and landing activities
Equipment Safety
Safety Checks
- •Low height obstacles appropriate for Year 2
- •Soft balls for tag game to avoid injury
- •Secure placement of circuit equipment
- •Regular checking of lines/markers for trip hazards
Risk Management
Key Risks
- •Heavy landings from jumping
- •Collisions during games and movement activities
- •Trips over equipment or lines
- •Overexertion during energetic activities
Risk Mitigation
- •Emphasis on soft landings with bent knees throughout
- •Clear spatial boundaries and movement rules
- •Appropriate spacing between students during jumping practice
- •Progressive skill building from simple to complex
Supervision & Emergency Procedures
Supervision Points
- •Position to observe jumping technique and safety
- •Monitor game activities for appropriate contact and behaviour
- •Check students' understanding of safety rules before each activity
Emergency Procedures
Standard first aid procedures, stop activity immediately if injury occurs, assess and provide appropriate support