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Lesson 5 - Shape Jumps and Sequences

Movement Stories

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Year 2

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Gymnastics

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Big Question

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

Base Stations

Distributed around circuit stations and for river jumping

Alternative: Cones, bean bags, or floor markers

Ropes

Laid flat on floor for moguls and jumping patterns

Alternative: Chalk lines, tape lines, or rope alternatives

Mats

6-8

Placed under apparatus or for landing areas if needed

Alternative: Carpet squares or soft surfaces

Apparatus

4-6 pieces

Maximum 30cm height for safe jumping and balancing

Alternative: Low benches, low boxes, or raised platforms

Key Vocabulary

Take-off

The moment when both feet leave the ground to begin a jump

Landing

The controlled return to the ground with bent knees

Body tension

Keeping muscles tight and controlled to hold good shapes

Sequence

A series of movements linked together smoothly

Star shape

Body extended wide with arms and legs spread apart

Straight shape

Body in a narrow line with arms by ears and legs together

Freeze squat

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

Consistent bent-knee landings

Clear shape definition in flight

Smooth transitions between movements

Confident use of apparatus

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