Lesson 1 - Gymnastic Shapes and Sequences
Movement Stories
•Year 2
•Gymnastics
•Start Planning Better PE Lessons
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How can we create flowing sequences by linking gymnastic shapes together with control?
Learning Objectives
- To perform basic gymnastic shapes with control and balance
- To link gymnastic actions together in simple sequences
- To plan and repeat movement sequences with accuracy
Key Outcomes
- Students will demonstrate five basic gymnastic shapes with good posture
- Students will create and perform a three-shape sequence with control
- Students will teach their sequence to a partner with clear instruction
Equipment & Resources Required
Arrange mats with clear pathways between for safe movement
Alternative: Carpet squares, yoga mats, or marked floor spaces
Display where all students can see clearly
Alternative: Shape cards, poster displays, or teacher demonstration
Key Vocabulary
Standing or lying with arms and legs spread wide like a starfish
Sitting with legs spread wide apart
Sitting or standing with straight legs and reaching towards toes
Curling body into a small ball shape
Body in a long, straight line like a pencil
Sitting position supporting body weight on hands behind
A series of movements performed one after another
Staying steady and controlled in a position
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic balance skills from previous gymnastics units
- Understanding of personal space and movement control
- Experience following movement instructions safely
Current Skills
- Performing five basic gymnastic shapes (star, straddle, pike, straight, tuck)
- Linking shapes together in simple sequences
- Demonstrating control and balance in held positions
Next Steps
- Adding travelling movements between shapes
- Creating longer sequences with more complex transitions
- Working collaboratively to create partner sequences
Milestone Indicators
Key Teaching Points
- Hold each gymnastic shape for 5 seconds with strong muscle tension
- Smooth transitions between shapes create flowing sequences
- Personal space and mat safety rules must be followed consistently
- Quality of movement is more important than speed or complexity
- Partner teaching develops communication and empathy skills
- Body awareness improves through eyes-closed challenges
- Creative choice in sequence building promotes ownership and engagement
Common Misconceptions
- Shapes don't need to be held - correct: 5-second holds build strength and control
- Any three shapes make a good sequence - correct: shapes should flow logically together
- Gymnastic shapes are just poses - correct: they develop strength, balance and body awareness
- Back support is just sitting - correct: it requires active muscle engagement and proper hand placement
- Sequences must be performed fast - correct: control and smoothness are priorities
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries marked, positive reinforcement for staying on task
dyspraxia
- Break down sequences into smaller parts, allow extra practice time, use wall support for balance
autism spectrum
- Clear visual schedule of lesson parts, quiet space available, predictable routine structure
visual impairment
- Use bright coloured mats, verbal descriptions of all shapes, buddy system for guidance
hearing impairment
- Visual shape cards always visible, use hand signals for instructions, written sequence on board
physical disability
- Seated versions of all shapes, modified holds (3 seconds), focus on achievable movements
Cross-Curricular Links
English
Following instructions, teaching vocabulary, describing movement using adjectives
Maths
Counting to 5 for holds, recognising geometric shapes, understanding sequences and patterns
Science
Body systems working during exercise, muscles and joints, balance and gravity
PSHE
Cooperation and teamwork, building confidence, supporting others' learning
Teacher Guidance
Positioning
Move around perimeter during travelling, central during demonstrations, circulate during partner work
Observation Focus
Quality of shapes, smoothness of sequences, partnership interactions, effort and engagement
Intervention Points
Step in if unsafe movement, provide individual support for struggling students, mediate partner difficulties
Demonstration Notes
Demonstrate: Exaggerate muscle tension for visibility, count aloud for timing, show common mistakes to avoid
Verbal Cues
- •'Squeeze your muscles tight!'
- •'Smooth like butter between shapes!'
- •'Strong and still like a statue!'
- •'Breathe normally while you balance!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Sports hall or large classroom with minimum 12m x 8m clear space for 30 students
Surface Check
Non-slip surface, mats secure and not overlapping, clear pathways maintained
Equipment Safety
Safety Checks
- •Mats checked for damage and placed securely
- •No gaps between mat edges where feet could catch
- •Sufficient space around each mat for movement
Risk Management
Key Risks
- •Collisions during travelling movements
- •Falls during balance activities
- •Strain during back support position
Risk Mitigation
- •Clear rules about mat use and travel pathways
- •Progressive build-up to challenging positions
- •Constant supervision during partner work
- •Emphasis on controlled movement over speed
Supervision & Emergency Procedures
Supervision Points
- •Position to see all students during travelling activities
- •Close observation during back support teaching
- •Monitor partner interactions for safety and support
Emergency Procedures
Stop signal established, first aid kit accessible, clear evacuation route identified