Flight Mastery: Power to Artistry
•Year 7
•Gymnastics
•Distributed around hall perimeter for warm-up, then 5 per group of 4 for swamp activity
Alternative: Bean bags, small cones, or chalk circles on the floor
Positioned with adequate space around each for safety, secured properly
Alternative: Low balance beams or sturdy planks (safely supported)
Placed at landing zones, no gaps between mats, secured to prevent slipping
Alternative: Crash mats for advanced work, standard mats for basic practice
Start with lowest objects, progress to higher ones based on ability
Alternative: Foam blocks, low hurdles, folded mats, small boxes (max 30cm height)
Visible to teacher for timing activities and apparatus setup challenges
Alternative: Mobile phone timer, wall clock with second hand
Pre-planned station setup, clear pathways marked, teacher-approved configurations only
Alternative: Combination of benches, mats and boxes if full apparatus unavailable
A series of movements linked together smoothly one after another
A springing action where hands touch down first, followed by feet, like a cat landing
Landing with bent knees that absorb impact silently, like a cushion
A balanced position where both sides of the body mirror each other exactly
The ready position you begin a sequence from, showing control and preparation
The final held position that completes a sequence, showing you have ended with control
Altering the pathway of movement, such as turning, twisting or travelling a different way
Moving close to the ground using actions like crawling, rolling or sliding
Understanding where pupils are coming from and where they're going
Technical vocabulary development, giving and receiving peer feedback, articulating self-assessment during plenary, following complex multi-step instructions, describing movement sequences using precise language
Counting jumps in 30 seconds (data collection), timing apparatus setup (measuring time), spatial awareness and angles during direction changes, calculating distances for safe spacing
Forces and motion during jumping and landing, gravity's effect on flight, kinetic and potential energy in cat springs, body systems responding to exercise (heart rate, breathing), skeletal system providing structure for landing, muscular system controlling movement
Teamwork during swamp challenge and apparatus setup, resilience when learning difficult skills like cat springs, managing emotions when facing challenging activities, safety awareness and responsibility for self and others, celebrating individual and team successes
Position centrally during apparatus work for visibility of all stations. During bench activities, rotate between stations. Stand where you can see all students and access any area quickly within 3 seconds.
Primary focus: landing technique (knee bend, symmetry, control). Secondary focus: sequence linking (smooth transitions, no pauses). Safety focus: spacing, apparatus use, fatigue levels. Watch for: students attempting skills beyond capability, equipment issues, signs of fear or overconfidence.
Intervene immediately if: unsafe apparatus use, poor landing technique risking injury, students attempting skills without proper progression, equipment issues, signs of distress or fear. Pause activity to reinforce teaching points if: more than 30% showing common mistake, safety rules being forgotten, technique deteriorating due to fatigue.
Demonstrate all new skills yourself or use highly competent student. Break down complex skills: cat spring shown in 3 parts (hands, hips, feet). Exaggerate key points: really bend knees for visibility. Use contrasts: show poor technique then excellent technique. Demonstrate from multiple angles so all students can see clearly. Repeat demonstrations as needed throughout lesson.
Full school hall (minimum 15m x 20m) with clear space around all apparatus stations. Minimum 3 metres between apparatus stations. Clear walkways for apparatus carrying.
Dry, non-slip floor surface free from hazards. Check for water/moisture before lesson. Ensure floor is clean and free from small objects. Mats must not slip on floor surface.
Stop signal (whistle or 'STOP' call) - all students freeze immediately. Assess situation. For injuries: appropriate first aid, send for help if needed, keep other students safe and supervised. For equipment issues: cease activity, secure area, resolve issue before continuing. Emergency contact and first aid kit locations known to teacher.
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