Lesson 3 - Pathways & Levels in Sequences
Pathways & Directions
•Year 2
•Gymnastics
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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
Distributed around apparatus stations
Alternative: Yoga mats or carpet squares
Mark apparatus group areas and pathways
Alternative: Bean bags, spots
For timing apparatus setup and activities
Alternative: Phone timer
For recording sequences for assessment
Alternative: Tablet, phone
Key Vocabulary
The route your body travels through space during movement
The height at which movements are performed - low, medium, or high
A series of movements performed one after another in a specific order
Having command over your body movements, showing balance and coordination
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
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