Lesson 6 - Pathways and Flowing Sequences
Pathways & Directions
•Year 2
•Gymnastics
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How can we create beautiful, flowing gymnastics sequences that travel in different directions?
Learning Objectives
- Perform a variety of moves on floor and apparatus using different pathways
- Create flowing sequences with smooth transitions
- Demonstrate physical confidence when performing
Key Outcomes
- Students will travel forwards, backwards, sideways, in zigzag and curved pathways
- Students will create sequences with aesthetically pleasing transitions
- Students will perform with physical confidence and control
Equipment & Resources Required
Arrange in circuit formation around hall perimeter
Alternative: Classroom furniture with mats for safety
Position around and under apparatus for safety
Alternative: Crash mats or thick exercise mats
Place in corners for assessment grouping
Alternative: Coloured cards or markers
For timing apparatus setup challenge
Alternative: Phone timer or wall clock
For recording performances and assessment evidence
Alternative: Phone camera for recording
Key Vocabulary
The direction or route taken when travelling through space
A series of gymnastics moves performed one after another
The smooth movement from one gymnastics skill to another
Moving smoothly and continuously without stopping
Looking beautiful and well-performed to watch
Performing movements with self-assurance and control
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastics shapes and balances
- Simple travelling movements
- Following apparatus safety rules
Current Skills
- Travelling in different pathways
- Creating flowing sequences
- Transitioning smoothly between moves
Next Steps
- Advanced sequence composition
- Partner and group work
- Competitive gymnastics routines
Milestone Indicators
Key Teaching Points
- Emphasise flow and smooth transitions over speed in sequence development
- Use clear visual demonstrations for each pathway type with exaggerated movements
- Maintain rigorous safety standards during apparatus setup, use and pack-away
- Encourage creative movement choices within each pathway direction
- Facilitate constructive peer feedback using specific, observable criteria
- Balance individual skill development with cooperative learning opportunities
- Build physical confidence through progressive challenges and celebration of effort
Common Misconceptions
- Misconception: Pathways are just about walking in different directions. Correction: Pathways can include varied movements, levels, and gymnastics skills
- Misconception: Faster sequences are better sequences. Correction: Quality, control and flow are more important than speed
- Misconception: Apparatus work is separate from floor work. Correction: Best sequences smoothly combine floor and apparatus elements
- Misconception: You need advanced skills for good sequences. Correction: Simple movements performed with control and good transitions create excellent sequences
- Misconception: Peer assessment means finding faults. Correction: Good feedback includes positive observations and helpful suggestions for improvement
SEN Adaptations
ADHD
- Shorter activity bursts, movement-based tasks suit energy levels, clear boundaries and structure, regular position changes maintained
dyspraxia
- Simplified pathway patterns initially, extra apparatus practice time, verbal cueing for sequence order, visual supports for movement memory
autism spectrum
- Clear visual sequence cards, predictable apparatus rotation system, quiet practice spaces available, advance warning of performance expectations
visual impairment
- Verbal descriptions of pathway directions, tactile pathway markers on floor, buddy system for apparatus navigation, clear verbal cues for spatial awareness
hearing impairment
- Visual demonstration emphasis, written instruction cards, hand signals for pathway directions, visual cues for apparatus setup timing
physical disability
- Modified pathway options (wheelchair-accessible routes), adapted apparatus heights, seated balance variations, alternative movement patterns
Cross-Curricular Links
English
Vocabulary development with technical gymnastics terms, descriptive language for movement quality, communication skills during peer assessment
Science
Forces and motion in pathway changes, balance and centre of gravity in positions, muscles and bones in movement
Art
Aesthetic awareness in sequence composition, visual patterns in pathway design, creative expression through movement
Mathematics
Geometry - understanding angles in zigzag pathways, measuring distances travelled, sequencing and patterns in movement
PSHE
Cooperation during apparatus setup, perseverance when learning new skills, confidence building through performance
Teacher Guidance
Positioning
Central position during demonstrations, perimeter circulation during practice, apparatus supervision priority
Observation Focus
Pathway clarity, transition quality, physical confidence, safety adherence, peer interaction
Intervention Points
Step in for unsafe apparatus use, support struggling learners, facilitate peer feedback, celebrate achievements
Demonstration Notes
Use exaggerated movements for pathway clarity, show common mistakes and corrections, model smooth transitions
Verbal Cues
- •'Show me sharp zigzag angles!'
- •'Flow like water from one move to the next!'
- •'Strong body position on apparatus!'
- •'Help your partner improve!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large gymnasium or hall, minimum 15m x 10m clear space plus apparatus storage
Surface Check
Non-slip surface essential for direction changes and apparatus work
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Adequate matting around and under apparatus
- •Apparatus carried in pairs using correct lifting technique
- •Clear storage procedures to prevent accidents
Risk Management
Key Risks
- •Collisions during pathway changes
- •Falls from apparatus
- •Lifting injuries during apparatus setup
- •Overcrowding at apparatus stations
Risk Mitigation
- •Clear spatial boundaries and traffic flow patterns
- •Systematic apparatus setup with safety checks
- •Progressive skill building from floor to apparatus
- •Adult supervision prioritised at complex apparatus stations
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during apparatus work
- •Circulate actively during sequence practice
- •Monitor apparatus setup and pack-away procedures
- •Intervene immediately for unsafe practices
Emergency Procedures
Stop signal established, first aid kit accessible, clear evacuation route maintained