Lesson 2 - Flight Shapes and Apparatus Work
Mastering Flight: From Individual Control to Collaborative Sequences
•Year 6
•Gymnastics
•Start Planning Better PE Lessons
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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
Position around apparatus and landing areas
Alternative: Landing mats, crash mats for safety
Secure firmly with mats at both ends
Alternative: Low gymnastics tables, balance beams
Set at knee to waist height for students
Alternative: Cones with ropes, elastic bands between poles
Use to mark starting positions and boundaries
Alternative: Markers, bean bags for spacing
For timing apparatus setup and activities
Alternative: Phone timer, classroom clock with second hand
For recording peer assessment and technique analysis
Alternative: Phone with video capability
Key Vocabulary
The moment when the feet leave the ground to begin flight
The time when the body is in the air with no contact with the ground
The controlled return to the ground with bent knees to absorb impact
Stretching the body parts to create clear, defined shapes
Movements that look controlled, graceful and well-executed
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
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