🤸

Lesson 6 - Pathways Performance and Assessment

Exploring Movement Pathways with Flow and Control

•

Year 2

•

Gymnastics

•

45 min

Big Question

How can we perform like champion gymnasts and help each other improve?

Learning Objectives

To perform completed pathway sequences with control and fluency
To demonstrate 'champion' movement qualities including silence, pointed extremities, and stillness in balances
To assess and provide constructive feedback on peer performances

Key Outcomes

Students will perform their pathway sequences on apparatus with improved quality
Students will demonstrate understanding of performance quality through silent, controlled movements
Students will give and receive feedback to improve their sequences

Equipment & Resources Required

Gymnastics Mats

1 per apparatus station

Spread around hall with safe spacing for pathways between

Alternative: Chairs, tables, or floor spots if apparatus unavailable

Clipboards

15 (1 per pair)

Simple tick charts for peer assessment

Alternative: Simple observation sheets or mental notes

Tunnel Systems

Calm, rhythmic music for movement flow

Alternative: Phone speaker or singing

Key Vocabulary

Champion movement

Silent, controlled movements with pointed fingers and toes, and stillness in balances

Pathway

The route or direction of movement - can be straight, zigzag, or curved

Sequence

A series of movements performed one after another in a planned order

Flow

Smooth transitions between movements without stopping or hesitation

Peer assessment

Watching and giving helpful feedback to improve someone else's performance

Constructive feedback

Comments that help someone improve, focusing on what they did well and what they could do better

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Created pathway sequences in previous lessons
Understands basic travelling movements on apparatus
Can make simple balances and shapes

Current Skills

Refining sequences for performance quality
Developing peer assessment skills
Understanding champion movement qualities

Next Steps

Creating longer, more complex sequences
Performing to larger audiences
Self-directed sequence creation

Milestone Indicators

Silent, controlled movement throughout sequence

Clear start and finish positions

Smooth transitions between movements

Constructive peer feedback given

Key Teaching Points

Champion movement means silent, controlled movement with pointed extremities and stable balances
Sequences must have clear structure: balance-travel-travel-travel-balance following chosen pathway
Feedback should always start positive and include one specific, helpful suggestion
Pathways can be zigzag or curved - students should maintain consistency within their sequence
Performance confidence builds through practice and supportive peer assessment
Quality over complexity - better to perform simple movements with champion qualities than complex movements poorly
Assessment skills develop through guided practice and teacher modelling

Common Misconceptions

Champions only do difficult skills - correct: champions focus on quality of movement regardless of difficulty level
Feedback means finding faults - correct: feedback celebrates strengths and suggests improvements kindly
Pathways must be complicated - correct: clear, simple pathways performed well are more effective
Assessment is about comparing with others - correct: assessment focuses on individual improvement and effort
Sequences need lots of movements - correct: fewer movements performed with quality is better than many done poorly

SEN Adaptations

ADHD

Short, focused practice segments, clear movement boundaries, immediate positive feedback, physical activity to channel energy positively

dyspraxia

Simplified sequence requirements, extra practice time, visual and verbal cues combined, smaller apparatus or floor alternatives for confidence

autism spectrum

Clear structure with visual sequence cards, warning before assessment activities, quiet space available if overwhelmed, predictable routine and criteria

visual impairment

Use verbal cues for pathway directions, tactile apparatus exploration, buddy system for spatial awareness, clear verbal feedback descriptions

hearing impairment

Visual demonstrations of all movements, written assessment criteria cards, visual hand signals for champion qualities, clear sight lines for lip reading

physical disability

Adapted apparatus heights or floor-based alternatives, modified movement requirements, upper body sequence focus if needed, peer support for stability

Cross-Curricular Links

English

Vocabulary development with gymnastics terminology, speaking and listening through feedback conversations, descriptive language for movement quality

Maths

Counting movements in sequences, understanding patterns and repetition, spatial awareness through pathway shapes

Science

Forces and motion in gymnastics movements, balance and stability concepts, body systems during exercise

Art

Creating pathway patterns, understanding shape and form through body positions, aesthetic appreciation of movement sequences

PSHE

Building confidence through performance, giving and receiving feedback constructively, cooperation and teamwork skills

Teacher Guidance

Positioning

Circulate between apparatus stations during practice, central position during group instruction

Observation Focus

Champion movement qualities, sequence structure, safety on apparatus, quality of peer feedback

Intervention Points

Step in if apparatus use becomes unsafe, guide feedback conversations if becoming negative, support nervous performers

Demonstration Notes

Exaggerate champion qualities for visibility, show clear contrast between good and needs-improvement examples, model positive feedback language consistently

Verbal Cues

•'Champion silence!'
•'Point those fingers and toes!'
•'Still as statues in your balances!'
•'Kind words and helpful suggestions!'

Safety Considerations

Space & Surface Requirements

Space Requirements

School hall minimum 10m x 15m, clear of obstacles with apparatus arranged around perimeter

Surface Check

Non-slip hall surface, clean and dry, appropriate for gymnastics activities

Equipment Safety

Safety Checks

•Check all apparatus is stable and appropriately height for Year 2
•Ensure mats are positioned for safe landings
•Verify adequate spacing between apparatus stations

Risk Management

Key Risks

•Falls from apparatus during sequence performance
•Collisions between students during movement
•Inappropriate apparatus use during peer assessment
•Emotional distress from performance or feedback

Risk Mitigation

•Clear apparatus safety rules reinforced before use
•Adequate spacing maintained between pairs during performances
•Teacher supervision of all apparatus use
•Positive feedback structure taught and monitored
•Progressive sequence building from previous lessons

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all apparatus stations
•Circulate during practice to monitor safety and technique
•Listen to feedback conversations for appropriateness
•Monitor emotional responses during assessment

Emergency Procedures

Stop activity immediately if unsafe behaviour observed, first aid available, clear access to exits maintained