Lesson 5 - Shape Jumps and Sequences
Movement Stories
•Year 2
•Gymnastics
•Start Planning Better PE Lessons
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How can we use different shapes to create controlled and creative jumping sequences?
Learning Objectives
- To demonstrate different take-off and landing techniques when performing jumps
- To use shape jumps in a simple sequence with control
- To link jumps and balances together with good body tension
Key Outcomes
- Students will perform controlled jumps with bent knees and good posture
- Students will create a sequence linking two jumps and one balance
- Students will demonstrate star and straight shapes in the air with pointed toes
Equipment & Resources Required
Distributed around circuit stations and for river jumping
Alternative: Cones, bean bags, or floor markers
Laid flat on floor for moguls and jumping patterns
Alternative: Chalk lines, tape lines, or rope alternatives
Placed under apparatus or for landing areas if needed
Alternative: Carpet squares or soft surfaces
Maximum 30cm height for safe jumping and balancing
Alternative: Low benches, low boxes, or raised platforms
Key Vocabulary
The moment when both feet leave the ground to begin a jump
The controlled return to the ground with bent knees
Keeping muscles tight and controlled to hold good shapes
A series of movements linked together smoothly
Body extended wide with arms and legs spread apart
Body in a narrow line with arms by ears and legs together
A landing position with bent knees and arms extended forwards
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping with two feet together
- Understanding of gymnastic shapes: tuck, star, straight
- Simple balancing on different body parts
- Following safety rules in gymnastics
Current Skills
- Controlled take-off and landing techniques
- Shape jumps with body tension
- Linking movements into simple sequences
- Using apparatus safely in jumping activities
Next Steps
- More complex jumping sequences with apparatus
- Rolling movements combined with jumps
- Partner and group sequence work
- Evaluation and improvement of sequences
Milestone Indicators
Key Teaching Points
- Bend knees on landing like springs to absorb impact safely
- Look forward when jumping to maintain balance and direction
- Point toes and fingers to show good body tension in shapes
- Hold balances for full 5 seconds to demonstrate control
- Land quietly with 'cat feet' to show controlled technique
- Keep arms coordinated with jumping movements for maximum effectiveness
- Create smooth transitions between sequence elements for flow
Common Misconceptions
- Thinking looking down is safer when jumping - correct by emphasising forward focus for balance
- Believing stiff legs on landing are stronger - teach that bent knees absorb impact like springs
- Assuming bigger jumps are always better - emphasise controlled, quality movement over distance
- Thinking sequences must be complicated - stress that simple, well-performed sequences are excellent
- Believing apparatus makes jumping automatically better - teach that technique matters more than equipment
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear movement boundaries, use high-energy activities appropriately timed
dyspraxia
- Allow extra practice time for coordination, use simplified sequences initially, provide physical prompts for movement patterns
autism spectrum
- Provide clear visual schedule of lesson structure, allow quiet practice time, use consistent routine and familiar equipment
visual impairment
- Use bright coloured equipment for visibility, provide clear verbal descriptions of movements, use physical guidance for shape formation
hearing impairment
- Use visual demonstrations extensively, employ hand signals for instructions, provide written sequence cards
physical disability
- Adapt jumping to stepping or arm movements, allow wheelchair accessible apparatus, modify sequences to ability
Cross-Curricular Links
Maths
Counting jumps in sequences, measuring jumping distances, identifying symmetrical star shapes, timing 5-second balances
Science
Understanding forces in jumping, gravity affecting landings, body systems working during exercise, balance and coordination
Geography
Spatial awareness and directions, understanding personal space boundaries, mapping movement pathways around circuit
PSHE
Building confidence through performance, celebrating individual achievements, supporting classmates, resilience when learning new skills
Teacher Guidance
Positioning
Central location during demonstrations, perimeter during practice for full visibility
Observation Focus
Landing technique, shape definition in flight, sequence flow and safety
Intervention Points
Step in immediately for unsafe landings, poor technique affecting safety, or equipment misuse
Demonstration Notes
Use exaggerated movements for clarity, show common mistakes to avoid, demonstrate on same level as students
Verbal Cues
- •'Bend those knees like springs!'
- •'Show me your star shape!'
- •'Quiet feet on landing!'
- •'Look forward, not down!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 15m clear space with 2m boundaries from walls
Surface Check
Non-slip surface, dry and even, free from obstacles and hazards
Equipment Safety
Safety Checks
- •Base stations checked for sharp edges and stability
- •Skipping ropes laid flat without knots or fraying
- •Apparatus maximum knee height (30cm) and stable
- •Mats positioned only where needed for safety
Risk Management
Key Risks
- •Collisions during jumping activities
- •Falls from apparatus or poor landings
- •Overexertion during repetitive jumping
- •Equipment becoming displaced during use
Risk Mitigation
- •Clear personal space boundaries established and maintained
- •Progressive skill building from simple to complex
- •Constant supervision and technique correction
- •Immediate stopping of unsafe behaviour
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all students during circuit work
- •Active monitoring of landing technique
- •Close supervision during apparatus use
- •Watch for signs of fatigue affecting safety
Emergency Procedures
Stop activity immediately, assess injury, apply first aid if trained, seek additional support as needed, maintain safety of other students