UNIT – 1:3
YEAR 1
STAGE 1
1.
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2.
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Travel around room on feet, feet and
hands and other parts – fast, slow,
forwards, backwards.
Travelling on toes, heels, sides of feet.
Travel foot to foot - leap (vary size and
direction).
Travel 2 feet to 2 feet – bounce (vary
speed/direction).
Which other parts of body can you travel
on? i.e. hands and feet (bunny hop)
STAGE 2
1.
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2.
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3.
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4.
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(portable apparatus)
Travel over, under, through, along,
across apparatus.
Travel around the room in different ways.
When arriving at apparatus, climb on or
‘bunny hop’ on to it.
Travel around the room going over,
under, through, along across apparatus
using hands and feet (including use of
monkey, crab, caterpillar walks).
Practise getting on and off apparatus
taking weight on hands and transferring
onto feet.
Do 2 stretches for the whole body, one
long and tall and one wide. Count slowly
to 6 when stretch, breathe in deeply and
out slowly.
LINKED TO …
QCA Unit 1 (Gym)
POS
8A, b, c, d
3.
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4.
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UNIT THEME Taking weight on hands
STAGE 3
Travel on feet, fast and slow,
forwards and backwards. Move
like a crab, dog, bear. Stretch
legs and arms.
Recap different ways of travelling
using hands and feet (i.e. monkey,
crab, caterpillar walks and bunny
hops).
Introduce bunny hops with legs
straight and apart.
Choose 3 ways to travel with
weight on hands and feet, to form
a sequence.
Can you show a balance with
weight on hands (i.e. front/back
support)
New sequence of travel (hands
and feet) – balance – travel
(hands and feet).
(travel apparatus)
Travel over, under, through,
along, across apparatus.
Return to original piece – repeat
new sequence of travel – balance
– travel using apparatus.
Repeat and teach to partner.
Swap over. Describe partners’
sequence – which is best action?
Can the balance be improved?
½ class watch, ½ class perform.
How many different ways of
travelling on hands and feet can
you see?
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1.
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2.
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LEARNING OUTCOMES
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Travel around room on feet etc.
forwards/backwards, curved/zigzag pathways.
Traffic lights game:
Red – Front support
Amber – Back support
Green – Bunny hops.
Bunny hop variation – put hands
on mat, kick, into air, bring feet
down in same place. Make feet
come down in a different place.
Practise sequence from Stage 2
(travel – balance – travel). Start
and finish on Magic Spot, with a
start and finish position.
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Perform basic gymnastic
actions.
Manage space safely with
awareness of others and
apparatus.
Make up and perform
simple movement
phrases in response to
simple tasks.
Link and repeat basic
gymnastic actions.
Carry and place
apparatus safely, with
guidance.
Watch and describe a
short sequence of basic
gymnastic actions, using
appropriate language.
3. (portable apparatus)
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Travel over, under, through,
along, across apparatus.
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Return to original piece – repeat
sequence of travel, balance,
travel using clear start and finish
positions.
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Repeat sequence but change the
body part the weight is supported
on in the balance. (i.e. bottom,
back, feet etc.)
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On teacher’s command, rotate to
next piece and repeat task.
4.
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Walk sideways on hands and feet
(tummy up / tummy down) – vary
the speed fast  slow.
HEALTH AND SAFETY
Awareness of others in class. Controlled movements. Lift and
move apparatus safely.
Resources
Portable apparatus. See Appendix for further teaching points.
TEACHING POINTS
Stage 1
It is essential in all stages that children are given
opportunity to develop strength in arms, shoulders
and wrists and develop body tightness. This can be
carried out by many fun activities where pupils take
weight on hands ie. monkey, crab.
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Ask children to describe the changes to body
during warm-up.
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Encourage variety of movements i.e. monkey,
crab, caterpillar walks (Tops Gym – Travelling
on floor)
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Bunny hop – head up, arms straight, hips high,
keep tucked.
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Place hands firmly on apparatus when getting
on or off.
Stage 2
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Bunny hop – head up, arms straight, hips high
(alternate tuck and legs apart).
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Look for spaces and avoid contact with other
children.
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Hold balance for 3 seconds showing good
tension and extension.
Stage 3
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Bunny hop – head up, arms straight, hips high,
controlled movement.
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Look for suitable places on apparatus to hold a
balance for 3 seconds (Tops Gym – Balance –
large body parts).
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Place hands firmly on apparatus when getting
on and off.
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Sideways walk – move right arm and leg
together and left arm and leg together.
REFERENCE TO ‘TOP CARDS’
Tops Gym – Travelling --------- on the floor --Tops Gym – Balance ----------- large body parts
Tops Gym – Rolling ------------- sideways
Tops Gym – Take off, jump and land --------- 5 basic jumps
UNIT – 1:3
YEAR 1
STAGE 4
1.
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2.
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3.
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4.
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Run in and out of each other – look
for spaces
Run in and out of each other ‘STOP’
(to teachers’ command) in a variety of
shapes (wide, narrow, high and low)
Travel around room in different
directions using low movements (near
floor)
Travel around room in different
directions using high/tall movements.
Link 3 travelling movements together
(low-high-low)
Start and finish on a Magic Spot with
a start and finish position.
(portable apparatus)
Travel over, under, through, along,
across apparatus.
Can you travel around apparatus
using high actions, when arrive at
clear apparatus travel over it using
low actions.
Can you travel between using low
actions and over it using high
actions?
Traffic lights: travel and respond to
teachers’ command.
Green = walk gently
Amber = stride round room stretching
all limbs
Red = stop and stretch to ceiling.
STAGE 5
1.
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2.
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3.
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4.
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UNIT THEME Taking weight on hands
STAGE 6
Run in and out of each other – look
for spaces.
Run in and out of each other ‘STOP’
(on teacher’s command) on different
parts of body. (i.e. knees, tummy,
back, sides etc.)
Recap travelling round room using
high and low actions – change
direction and body parts supporting
weight.
Recap balancing where weight is
supported on different body parts.
Choose and link together 3 actions:
Travel high – balance – travel low.
Start and finish on a magic spot with
a start and finish position.
(portable apparatus)
Travel over, under, through, along,
across apparatus.
Can you transfer the sequence from
the mats onto the apparatus? (high
travel, balance, low travel)
Explore a way and alter as
necessary.
On teacher’s command, rotate to next
piece and repeat task.
Travel around room with one foot
higher than head. – vary the
direction.
1.
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LEARNING OUTCOMES
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Travel around room on feet and
hands – look for spaces.
Travel around room from feet to
hands – change direction.
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2.
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3.
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4.
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Lie on back with feet in air.
Can you get your feet any higher?
(shoulder balance).
Can you find different ways to travel
around room with feet higher than
head? (one or two feet).
Recap sequence from stage 5 (high
travel, balance, low travel)
Choose one way to travel with
foot/feet higher than head and add it
to the end of your sequence. Practise
linking 4 moves together.
(portable apparatus)
Travel over, under, through, along,
across apparatus.
Can you transfer the sequence from
the floor to the apparatus? (high
travel, balance, low travel, travel with
foot higher than head)
Repeat and teach to partner.
Describe partner’s sequence.
On teacher’s command, rotate to next
piece and repeat task.
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TEACHING POINTS
Perform movements and
phrases with control and
accuracy.
Know when their body is
active and talk about the
differences between tension
and relaxation.
Make up and perform simple
phrases in response to a
simple task.
Carry and place apparatus
safely, with guidance.
Copy a partner’s sequence
of movements.
Stage 4
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Encourage the use of weight on different
body parts during travel. (i.e. bottom,
tummy, feet and hands etc.)
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Vary the direction of travel – forwards,
backwards, sideways, curved, zig-zag)
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Ensure controlled movements when
travelling in a high way on apparatus.
Stage 5
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Encourage use of weight on different
body parts during travel (i.e. bottom,
back, feet etc.)
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Vary direction (forwards / backwards /
sideways / curved / zig-zag).
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Hold balance for 3 seconds.
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How can sequence be improved? –
quality of movements.
Stage 6
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Shoulder balance – push up onto
shoulders, support with hands, tight
muscles to hold shape. (Top Gym –
Balance – large body parts)
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How can sequence be improved?
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Does the sequence have a clear start
and finish part?
½ class watch, ½ class perform.
Discuss what they liked best and how
performance can be improved.
KNOWLEDGE, SKILLS AND UNDERSTANDING
ACQUIRING AND DEVELOPING
1a, b
SELECTING AND APPLYING
2a, b
KNOWLEDGE & UNDERSTANDING OF FITNESS & HEALTH
4a, b
EVALUATING & IMPROVING PERFORMANCE
3a, b, c