Lesson 1 - Flight onto High Apparatus
Flight & Apparatus Sequences
•Year 6
•Gymnastics
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How can we use controlled flight and weight transfer to safely mount high apparatus while creating dynamic sequences?
Learning Objectives
- To perform controlled flight onto high apparatus using hands for weight transfer
- To create a six-element sequence incorporating flight, contrasting shapes, and balances
- To demonstrate safe practice when working with height and apparatus
Key Outcomes
- Students will successfully mount high apparatus using controlled flight technique
- Students will compose and perform a structured gymnastics sequence
- Students will demonstrate understanding of safety principles in gymnastics
Equipment & Resources Required
Arranged in number 5 dice pattern with maximum spacing
Alternative: Sturdy tables, gym benches, or platforms
Placed around each apparatus for safe landing zones
Alternative: Thick exercise mats or crash mats
Mark approach runs and safe zones around apparatus
Alternative: Spot markers or chalk lines
Key Vocabulary
A controlled jump or leap through the air with both feet leaving the ground
Moving body weight from one support point to another, especially hands to feet
Landing position on apparatus with legs wide apart to the sides
Using different body positions like tucked, straight, and wide shapes
A series of connected gymnastics movements performed one after another
The flat upper surface of gymnastics apparatus used for mounting
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping and landing techniques on two feet
- Simple balances and shapes on floor and low apparatus
- Understanding of sequence structure and performance
Current Skills
- Controlled flight onto high apparatus using hands for support
- Advanced sequence composition with multiple elements
- Safe mounting and dismounting techniques
Next Steps
- Vaulting techniques over apparatus
- Complex partner and group sequences
- Advanced apparatus combinations
Milestone Indicators
Key Teaching Points
- Safety through hands-first contact with apparatus must be non-negotiable
- Build confidence progressively from supported to independent practice
- Flight technique requires explosive take-off combined with controlled landing
- Sequence composition benefits from contrasting elements and smooth transitions
- Group cooperation enhances both learning and creative outcomes
- Positive reinforcement encourages risk-taking within safe boundaries
- Individual progression rates should be respected and accommodated
Common Misconceptions
- Students may think speed alone creates successful flight - emphasise technique over pace
- Some believe they can land feet-first safely - reinforce hands-first safety protocol
- Groups might think longer sequences are better - focus on quality over quantity of elements
- Students may fear apparatus height - address through progressive skill building and support
- Some think gymnastics is only for flexible students - emphasise strength and creativity for all
SEN Adaptations
ADHD
- Shorter activity segments, clear physical boundaries, regular movement breaks between stations
dyspraxia
- Extended practice time, simplified sequence structure, emphasis on effort over technical perfection
autism spectrum
- Clear routine establishment, visual sequence cards, quiet practice zones available when needed
visual impairment
- Tactile exploration of apparatus before use, verbal description of demonstrations, buddy system for guidance
hearing impairment
- Visual demonstrations emphasised, written instruction cards, clear hand signals for communication
physical disability
- Modified apparatus heights, alternative mounting techniques, focus on achievable elements within sequences
Cross-Curricular Links
Maths
Counting sequence elements, measuring approach distances, calculating angles for optimal mounting
Science
Forces and motion in flight, gravity effects during apparatus work, body mechanics and lever systems
Art
Creating aesthetically pleasing sequences, understanding rhythm and flow in movement composition
PSHE
Building confidence through challenge, supporting teammates, managing fear and taking calculated risks
Teacher Guidance
Positioning
Move between stations maintaining visual contact with apparatus work, position side-on when supporting individual attempts
Observation Focus
Watch for correct hand placement, controlled approaches, and safe landing positions
Intervention Points
Step in immediately if unsafe attempts observed, provide additional support for nervous students
Demonstration Notes
Demonstrate each technique multiple times, emphasise safety sequence, use students as positive examples
Verbal Cues
- •'Hands first, always hands first!'
- •'Explosive jump, controlled landing!'
- •'Feel the apparatus before committing your weight!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large gymnasium or sports hall, minimum 15m x 20m with height clearance for apparatus
Surface Check
Non-slip gymnasium floor, free from obstacles and tripping hazards
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Safety mats positioned around all landing areas
- •Box tops secure and at appropriate heights for age group
Risk Management
Key Risks
- •Falls from apparatus due to incorrect technique
- •Collisions between students during group work
- •Over-rotation during mounting attempts
Risk Mitigation
- •Direct teacher supervision during all apparatus work
- •Progressive skill development from supported to independent
- •Clear boundaries and turn-taking systems established
- •Appropriate apparatus heights for student ability levels
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all apparatus stations
- •Direct support during initial mounting attempts
- •Monitor group work for safe sharing of equipment
Emergency Procedures
Stop signal established, first aid kit accessible, clear evacuation routes maintained