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Lesson 2 - Flight Shapes and Apparatus Work

Mastering Flight: From Individual Control to Collaborative Sequences

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Year 6

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Gymnastics

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Big Question

How can we create beautiful shapes whilst flying through the air and use apparatus to enhance our jumping skills?

Learning Objectives

To take off from one foot and land on two feet with control
To create different shapes whilst in flight
To evaluate others' performance using correct technical language

Key Outcomes

Students will demonstrate controlled take-offs and landings
Students will show variety in flight shapes and positions
Students will use gymnastics vocabulary to assess peer performances

Equipment & Resources Required

Gymnastics Mats

6-8 mats

Position around apparatus and landing areas

Alternative: Landing mats, crash mats for safety

Gymnastics Benches

4-6 benches

Secure firmly with mats at both ends

Alternative: Low gymnastics tables, balance beams

Wall Bars

4-6 bars at varying heights

Set at knee to waist height for students

Alternative: Cones with ropes, elastic bands between poles

Cones

20 cones

Use to mark starting positions and boundaries

Alternative: Markers, bean bags for spacing

Stopwatch

For timing apparatus setup and activities

Alternative: Phone timer, classroom clock with second hand

Video Device

1 tablet or camera

For recording peer assessment and technique analysis

Alternative: Phone with video capability

Key Vocabulary

Take-off

The moment when the feet leave the ground to begin flight

Flight phase

The time when the body is in the air with no contact with the ground

Landing

The controlled return to the ground with bent knees to absorb impact

Extension

Stretching the body parts to create clear, defined shapes

Aesthetically pleasing

Movements that look controlled, graceful and well-executed

Elevation

The height achieved during a jump or leap

Skill Progression Pathway

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

Prior Learning

Basic jumping and landing techniques
Simple apparatus handling skills
Understanding of body shapes and positions

Current Skills

One-foot take-off to two-foot landing
Creating shapes during flight phase
Using apparatus to enhance jumping skills
Peer evaluation using technical language

Next Steps

Complex rotation during flight
Advanced apparatus combinations
Choreographed flight sequences

Milestone Indicators

Consistent controlled landings from height

Clear body shapes maintained throughout flight

Accurate use of gymnastics terminology in assessment

Key Teaching Points

Emphasise powerful take-off from ball of foot with coordinated arm drive
Develop clear, extended body shapes during flight phase
Focus on controlled, quiet landings with bent knees
Build technical vocabulary for accurate peer assessment
Maintain strict safety protocols around apparatus
Encourage aesthetic appreciation alongside skill development
Use video recording to enhance assessment accuracy

Common Misconceptions

That jumping higher is more important than technique - emphasise control and shape
That apparatus automatically makes jumps better - teach how to use equipment properly
That peer assessment is just saying 'good job' - develop specific technical language
That gymnastics is only about flexibility - highlight strength and coordination requirements
That boys and girls have different gymnastics abilities - promote inclusive participation

SEN Adaptations

ADHD

Use shorter activity bursts, provide fidget tools during listening time, offer leadership roles to maintain engagement

dyspraxia

Break skills into smaller steps, provide additional practice time, use larger apparatus for easier targeting

autism spectrum

Provide clear visual schedule of lesson activities, offer quiet zone for breaks, maintain consistent routines

visual impairment

Use brightly coloured apparatus, provide verbal descriptions of demonstrations, assign sighted partner for guidance

hearing impairment

Use visual signals for start/stop, provide written instruction cards, face student when speaking

physical disability

Modify apparatus height, allow wheelchair-accessible alternatives, focus on upper body movements where appropriate

Cross-Curricular Links

English

Technical vocabulary development, descriptive language for peer assessment, following complex instructions

Maths

Measuring jump distances, calculating angles of take-off, timing sequences, counting in group activities

Science

Forces in jumping and landing, gravity and flight, energy transfer, body systems during exercise

Art

Aesthetic appreciation of body shapes, understanding of visual impact, creating pleasing sequences

Teacher Guidance

Positioning

Move continuously between apparatus stations for optimal supervision and intervention

Observation Focus

Monitor take-off technique, flight position, landing safety, and peer assessment quality

Intervention Points

Step in for unsafe apparatus use, poor technique development, or inadequate peer feedback

Demonstration Notes

Use students as positive examples where possible, contrast good and poor technique clearly, emphasise safety throughout

Verbal Cues

•'Push from the ball of your foot!'
•'Show me that shape clearly!'
•'Soft landings with bent knees!'
•'Use technical words to describe what you see!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium minimum 15m x 20m with 4m ceiling height

Surface Check

Non-slip, even surface clear of obstacles with adequate landing space

Equipment Safety

Safety Checks

•Check apparatus stability before use
•Ensure mats are properly positioned and secure
•Verify jumping bars are at appropriate height
•Test apparatus weight limits

Risk Management

Key Risks

•Falls from apparatus
•Collisions during apparatus setup/pack-away
•Inappropriate landing techniques
•Equipment misuse

Risk Mitigation

•Establish clear apparatus rules and procedures
•Ensure adequate supervision ratios
•Progressive skill building before apparatus use
•Clear safety zones around equipment

Supervision & Emergency Procedures

Supervision Points

•Position for clear sight lines to all apparatus
•Actively monitor apparatus transitions
•Intervene immediately for unsafe behaviour
•Maintain close supervision of complex skills

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, clear other students from area