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Lesson 3 - Pathways & Levels in Sequences

Pathways & Directions

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Year 2

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Gymnastics

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Big Question

How can we combine straight and zig-zag pathways with different levels to create exciting gymnastics sequences?

Learning Objectives

To demonstrate zig-zag and straight pathways in sequence work with control
To work confidently at all three levels (low, medium, high) during movement
To adapt and refine gymnastics sequences based on feedback and observation

Key Outcomes

Students will perform gymnastics sequences incorporating both straight and zig-zag pathways
Students will demonstrate physical confidence when performing at different levels
Students will use peer feedback to improve and adapt their sequence work

Equipment & Resources Required

Gymnastics Mats

4-6 pieces (benches, boxes, hoops)

Distributed around apparatus stations

Alternative: Yoga mats or carpet squares

Cones

12-16

Mark apparatus group areas and pathways

Alternative: Bean bags, spots

Stopwatch

For timing apparatus setup and activities

Alternative: Phone timer

Video Device

1 (optional)

For recording sequences for assessment

Alternative: Tablet, phone

Key Vocabulary

Pathway

The route your body travels through space during movement

Levels

The height at which movements are performed - low, medium, or high

Sequence

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

Control

Having command over your body movements, showing balance and coordination

Adaptation

Making changes to improve or modify your movements

Skill Progression Pathway

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

Prior Learning

Basic gymnastics shapes and balances
Simple travelling movements on floor and apparatus
Understanding of pathways and levels in isolation

Current Skills

Combining pathways in sequence work
Transitioning between different levels smoothly
Peer assessment and feedback skills

Next Steps

Creating longer, more complex sequences
Adding turns and rolls to pathway work
Partner and group sequence creation

Milestone Indicators

Clear demonstration of both pathway types

Confident movement at all three levels

Ability to refine work based on feedback

Key Teaching Points

Pathway clarity is more important than speed - emphasise control and precision
Use animal imagery (mouse, monkey, giraffe) to make level concepts memorable and fun
Always demonstrate safety before creativity in apparatus work
Peer assessment develops both observational skills and performance quality
Physical confidence grows through successful experiences and positive feedback
Sequences need clear beginnings and endings to show complete control
Apparatus work requires constant safety awareness and rule reinforcement

Common Misconceptions

Thinking curved movements are acceptable pathways - reinforce straight lines and sharp zig-zag angles
Believing faster movement shows better control - emphasise that control is about precision, not speed
Assuming apparatus work is about height and risk - focus on creative use and control instead
Missing the importance of feedback - show how peer assessment improves everyone's performance
Thinking sequences can be random movements - stress the importance of structure and clear intentions

SEN Adaptations

ADHD

Short activity bursts, clear boundaries marked, regular movement breaks, specific roles and responsibilities

dyspraxia

Simplified pathways initially, additional practice time, peer support for apparatus work

autism spectrum

Clear routine structure, visual timetable of lesson sections, quiet space available if needed

visual impairment

Use tactile markers for pathways, verbal descriptions of demonstrations, buddy system for apparatus work

hearing impairment

Clear visual demonstrations, written instruction cards, tap shoulder for attention during activities

physical disability

Adapted apparatus heights, alternative pathway methods (wheelchair routes), seated sequence options

Cross-Curricular Links

Science

Forces and motion - how our bodies move through space, balance and stability concepts

Art

Creating patterns and sequences, visual composition with movement pathways

PSHE

Cooperation and teamwork, giving and receiving feedback, celebrating others' achievements

Teacher Guidance

Positioning

Move constantly between apparatus stations, position for maximum visibility of all groups

Observation Focus

Look for pathway clarity, level control, apparatus safety, and peer interaction quality

Intervention Points

Step in for safety concerns, support struggling students, celebrate excellent examples

Demonstration Notes

Use clear, exaggerated movements for pathway demonstration. Always model safety and control before creative expression.

Verbal Cues

•'Straight like a ruler, zig-zag like lightning!'
•'Mouse, monkey, giraffe levels!'
•'Show me your confidence!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space (school hall) minimum 15m x 10m for apparatus work

Surface Check

Non-slip surface, free from obstacles, appropriate for gymnastics activities

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Mats positioned appropriately under and around apparatus
•Equipment carried in pairs and set up following safety protocols

Risk Management

Key Risks

•Falls from apparatus
•Collisions during sequence work
•Apparatus collapse or instability
•Overconfidence leading to unsafe attempts

Risk Mitigation

•Clear safety rules established and reinforced
•Appropriate apparatus height and complexity for Year 2
•Constant supervision during apparatus work
•Progressive skill building before complex sequences

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all apparatus stations
•Monitor apparatus stability throughout session
•Intervene immediately if unsafe behaviour observed

Emergency Procedures

Stop signal established, first aid kit accessible, clear evacuation route known