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Gymnastic Activities - Year 2
 

Overview – Year 2 Gymnastic Activities

Focus: The unit aims to encourage children to:
* remember, repeat and link combinations of gymnastic actions, body shapes and balances with control;
* recognise and describe what their bodies feel like during different types of activity;
* improve their work using information they have gained by watching, listening and investigating.
* lift, move and place equipment safely.

Literacy: Speak with clarity when commenting on others’ performances; listen to instructions/suggestions by an adult, remember some specific points and identify what they have learned; listen to each other’s views and preferences, agree the next steps to take.
Numeracy: Describe patterns and relationships involving numbers or shapes; recognise and use whole, half and quarter turns, both clockwise and anticlockwise in performances; know that a right angle represents a quarter turn.

Differentiation:  Through outcome and adult expectations and support.

Assessment: By observation against learning outcomes, building towards pupil self and peer assessment towards the end of the unit.

Resources: Resource cards  Gymnastic GamesGymnastic Shapes. Apparatus,  e.g. mats, benches; planks, inclined platforms, padded platforms, A-frames or trestles, ladders, bars, balance beams and tables. Fixed apparatus, e.g. climbing frames, ropes. Videos: Angry Cats/Happy Cats/Cat Rolls; Sticky Legs; Log Roll; Cat Roll; Teddy Bear Roll. Lively music for the warm up.  

Lesson 1

Lesson 2

Learning Outcomes
* perform a range of actions and body shapes with control and coordination;
* move smoothly from a position of stillness to a travelling movement;
* devise, perform and repeat a short sequence.
Warm up:  Musical Body Parts
Floor work: Travelling and sequences
Apparatus:  Turning, direction and sequencing
Cool down:  Spaghetti Game

Learning Outcomes
* perform a range of actions with control and coordination;
* devise, perform and repeat a short sequence with a clear beginning, middle and end;
* adapt the sequence to include apparatus.
Warm up:  Musical Bumps; Musical Shapes
Floor work: Sequences
Apparatus:  Sequences
Cool down:  Walking Letters

Lesson 3

Lesson 4

Learning Outcomes
* repeat accurately, sequences of gymnastic actions on the floor;
* adapt the sequence to include apparatus;
* work with a partner to combine their sequences.
Warm up: Warm up verse
Floor work: Rolling
Apparatus: Sequences
Cool down: Front Support/Back Support Game

Learning Outcomes
* repeat sequences of gymnastic actions accurately on floor;
* adapt the sequence to include apparatus;
* work with a partner to combine sequences.
Warm up: Gymnastic Relays
Floor work: Pairs equences
Apparatus:  Sequences
Cool down:  Tired Cats

Lesson 5

Lesson 6

Learning Outcomes
* devise, perform and repeat a short sequence;
* adapt the sequence to include apparatus and a partner;
* use different combinations of floor, mats and apparatus showing control, accuracy and fluency.
Warm up: Body Parts
Floor work: Sequences
Apparatus: Pairs sequences
Cool down: Tired Cats

Learning Outcomes
* refine a short floor sequence;
* refine their pairs sequence on apparatus;
* describe another pair’s sequence, commenting on the performance.
Warm up: Heads, Shoulders, Knees and Toes
Floor work: Sequences
Apparatus: Pairs sequences
Cool down: Sticky Legs

 

Year: 2

Lesson: 1/6

Time: 35 - 45 mins

No. of children: Any

Learning Outcomes:
* perform a range of actions and body shapes with control and coordination;
* move smoothly from a position of stillness to a travelling movement;
* devise, perform and repeat a short sequence.

Success Criteria:
* I can perform different body shapes;
* I can hold my body still;
* I can make up and repeat a movement sequence.

Literacy: Speak with clarity when commenting on others; performances; listen to instructions/suggestions by an adult, remember some specific points and identify what they have learned.
Numeracy: Describe patterns and relationships involving shapes; recognise and use whole, half and quarter turns, both clockwise and anticlockwise in performances; know that a right angle represents a quarter turn.

Resources: Resource cards  Gymnastic GamesGymnastic Shapes. Low apparatus, e.g. mats and benches. Lively music for the warm up.

Teaching Activities

Teaching Points/Management & Organisation

Warm up [5 mins]
1.
Musical Body Parts
a.
Play lively music.
b. Run, skip or jump around the activity area when the music plays.
c. When the music stops, teacher calls out a body part e.g. backs, shoulders, knees, hands, feet, 2 hands.....
d. Children must make contact with that part of their body on the floor.
e. The warm up can be made more enjoyable if at the end you call out different body part in quick succession.

Floor work [10 mins] – Travelling
2. Revise different ways of travelling on feet. 
a. Select and refine some actions from Gymnastic Games, e.g. bunny hopping, pogo jumping, camels, foxes.....  
b. Emphasise the need for good body tension, limb position and to show good general control when moving.

3. Repeat each method introducing turning.
a
. On the spot. 
b. Moving across a space.
c. Travelling on straight and curved pathways.

4.  Sequences
a.
Link 3 or 4 different ways of travelling and turning.
b. The sequence should have a clear starting position, e.g. a low crouch shape for bunny hopping or a strong front support shape with straight limbs for camel walking.
c. Repeat the sequence using different pathways.

5. Demonstrations.
a. Talk to children about their travelling sequence and encourage them to tell you about the way they remember their sequence.
b. Focus observers on good quality work.
c. Help them to describe what they have seen and how the sequences could be made better.

Apparatus [20 – 25 mins] 
6. Safe use of apparatus.
a. Establish expectations of children when they are lifting, transporting, assembling, disassembling and using the apparatus. 
b. For example, help them to make decisions about safety based on the task, the number of children sharing apparatus and the particular apparatus used.
c. Teach them to think about how the apparatus should be positioned safety, e.g. not close to a wall, not close to another piece of apparatus or on a mat.

7. Travelling, turning and direction.
a.
Place low apparatus and mats around the activity area.
b. Begin by exploring the use of one piece of low apparatus and the surrounding floor area.
c. Explore travelling over, along, towards and away from the apparatus. Different Gymnastic Games cards could be placed on or besides apparatus to facilitate movement.
d. Include turning movements.
e. Remind children to show good control when moving.
f.  Move to other pieces of apparatus as space becomes available.

8. Use demonstrations to share quality ideas and movement.

9. Sequences
a.
Explore and link different actions.
b. Move from the floor to finish on apparatus, or move from apparatus to finish on the floor. 
c. Show clear start and finish positions.

Cool down [5 mins]
10. Spaghetti Game
a.
Lying on backs, arms above heads. 
b. On command of ‘Hard spaghetti,’ tighten every muscle in the body so you are stiff and strong (good body tension). 
c. On ‘Soft spaghetti,' - relax every muscle so you are floppy and loose. 
d. Alternate instructions fairly quickly. 
e. Aim for a real contrast between tension and relaxation.
f. Use words that might help, e.g. squeeze, grip, ‘ense, rod / stick-like, limp, soggy, floppy, rag-doll.....

 

 

Year: 2

Lesson: 2/6

Time: 35 - 45 mins

No. of children: Any

Learning Outcomes:
* perform a range of actions with control and coordination;
* devise, perform and repeat a short sequence with a clear beginning, middle and end;
* adapt the sequence to include apparatus.

Success Criteria:
* I can perform different body shapes;
* I can hold my body still;
* I can make up a movement sequence that has a start, middle and end.


Literacy: Speak with clarity when commenting on others; performances; listen to instructions/suggestions by an adult, remember some specific points and identify what they have learned.
Numeracy: Describe patterns and relationships involving shapes; recognise and use whole, half and quarter turns, both clockwise and anticlockwise in performances; know that a right angle represents a quarter turn.

Resources: As Lesson 1, plus video -Angry Cats/Happy Cats/Cat Rolls

Teaching Activities

Teaching Points/Management & Organisation

Warm up [5 mins]
1. Musical Bumps
a.
Play lively music - when it stops children freeze.
b. Develop by asking for different types of jumps – bouncing with 2 feet together, hopping, skipping, on the spot and travelling.

2. Develop into Musical Shape
a.
Stipulate freeze positions in different shapes, e.g. sitting in a tucked position, standing in a wide star shape......
b. Explore balances on a range of body parts - on the bottom, one leg, one leg and one arm, fronts, backs.....
c. Use changes of direction – move forwards, sideways and backwards.

3. Ask children why it is important to warm up and why the heart beats faster after exercising. 

Floor work [15 mins]  
4. Revise sequences from Lesson 1 - linking 3 or 4 different ways of travelling and turning.

5. Transferring body weight
a.
Demonstrate a transferring body weight action, e.g. with weight on feet, transfer weight to the seat.
b. Emphasise the need for slow, continuous and controlled movement. 

6. Repeat with various combinations. 
a. Use the Gymnastic Shapes for ideas.
b. For example: arch to dish; cups to saucers; scorpions to crabs; Angry Cats/Happy Cats/Cat Rolls.
c. Explore and develop a range of movements and actions.

7. Repeat, linking 2 or 3 movements.

8. Demonstrations. 
a. Focus observers on good quality work of others.
b. Help them to describe what they have seen and explain how the sequences could be made better.

9. Travelling and transferring body weight sequence
a.
On the floor and mats, create and a simple sequence of up to 4 elements. 
b. For example, scorpions [front support held for a count of 3], travel in scorpion position, transfer to crab [back support position], hold shape for a count of 3 and then travel in crab position: bunny hopping to flying skydivers to log roll to star shape on back.

10. It is important that this learning cycle is followed.
a. Explore different ideas.
b. Choose the best ideas.
c. Practise and improve.
d. Show to others.
e. Observer feedback.
f.  Discuss how well we have done.
g. Set targets to improve further.

Apparatus [20 – 25 mins] Apparatus as Lesson 1.
11. Travelling and transferring body weight sequence
a. Transfer your floor sequence to a combination of floor, mats and apparatus.
b. Move to other pieces of apparatus as space becomes available.
c. Ask them to stretch their bodies when making shapes and holding a balance, e.g. to point their toes.
d. Show good control when moving.

12. Demonstrations
a. Share quality movement and ideas.

Cool down [5 mins]
13.
Walking Letters 
a. Teacher leads
b. Imagine there is paint on our feet.
c. Jog an O, S, Z, L .....
d. Change to walk, decreasing speed and size of letters traced until everyone is moving very slowly. 
e. Praise the best work and ask children what they enjoyed most about the lesson.
f. Attention on calm, rested bodies before returning to classroom.

 

 

 

Year: 2

Lesson: 3/6

Time: 35 - 45 mins

No. of children: Any

Learning Outcomes:
* repeat accurately, sequences of gymnastic actions on the floor;
* adapt the sequence to include apparatus;
* work with a partner to combine their sequences.

Success Criteria:
* I can repeat my gymnastic actions successfully;
* I can perform my sequence on the floor and on apparatus;
* I work with my partner to join our sequences.

Literacy: Speak with clarity when commenting on others; performances; listen to instructions/suggestions by an adult, remember some specific points and identify what they have learned; listen to each other’s views and preferences, agree the next steps to take.
Numeracy: Describe patterns and relationships involving numbers or shapes; recognise and use whole, half and quarter turns, both clockwise and anticlockwise in performances; know that a right angle represents a quarter turn.

Resources: As Lesson 2, plus videos - Log Roll; Cat Roll; Teddy Bear Roll.

Teaching Activities

Teaching Points/Management & Organisation

Warm up [5 mins]
1.
Warm up verse.
a. Begin with children standing in a circle.
'Clap 1, clap 2, jump 3, jump 4,
Turn around slowly and sit on the floor,
Clap 1, clap 2, nod 3, nod 4,
Stand up quickly and be ready for more.'

b. Repeat several times, increasing the tempo each time.

Floor work [10 mins] Mats out
2. Perform different ways of rolling.
a. A log roll.
b. A tucked sideways roll;
c. A teddy bear roll.

3. Link 2 different rolls.
a. Show them how to vary the speed and direction of their rolls.
b. Practise and repeat.

4. Demonstrations. 
a. Give children a clear focus when watching others perform. For example,
b. How they move slowly in a tucked sideways roll to a log roll with increased speed. 
c. How they keep a straight, body shape in a log roll with good body tension.

Apparatus [20 – 25 mins]
5. Rolling and turning using apparatus.  
a. Travel on the floor, avoid the mats and apparatus.
b. On command, stop and perform a rolling/turning action on the nearest mat or apparatus.
c. Demonstrate successful movement to share ideas.

6. Using apparatus as it becomes available, explore which pieces can be used to,
a. Roll on and/or turn over.
b. Roll on and/or turn along.
c. Roll on and/or turn onto and off.

7. Perform the floor sequence [linking 2 different rolls] on floor and apparatus.
a. Practise and improve.

8. With a partner, combine your sequences.
a. Perform the new sequence [of up to 4 rolls] as a pair. 
b. Practise and refine.
c. Use demonstrations of imaginative performances and encourage others to copy them.

Cool down [5 mins]
9.
 Front Support/Back Support
a.
Teach the front and back support positions.
b. On teacher command, turn from front to back without sitting on the floor.
c. Children work individually in own spaces or alongside a partner. 
d. This is a fun body tension game, aimed at developing overall body strength.
e. Encourage straight, strong body positions from shoulders to toes in both front and back support positions.



 

 

 

Year: 2

Lesson: 4/6

Time: 35 - 45 mins

No. of children: Any

Learning Outcomes:
* repeat sequences of gymnastic actions accurately on floor;
* adapt the sequence to include apparatus;
* work with a partner to combine sequences.

Success Criteria:
* I can repeat my gymnastic actions successfully;
* I can perform my sequence on the floor and on apparatus;
* I work with my partner to join our sequences.

Literacy: Speak with clarity when commenting on others; performances; listen to instructions/suggestions by an adult, remember some specific points and identify what they have learned; listen to each other’s views and preferences, agree the next steps to take.
Numeracy: Describe patterns and relationships involving numbers or shapes; recognise and use whole, half and quarter turns, both clockwise and anticlockwise in performances; know that a right angle represents a quarter turn.

Resources: As Lesson 3

Teaching Activities

Teaching Points/Management & Organisation

Warm up [5 mins]
1.
Gymnastic Relays
a.
Children sitting in pairs, one behind the other down one side of the hall.
b. Number 1 runs to other side, performs task, runs back, and then number 2 performs. 
c. Tasks: You can invent to develop specific vocabulary e.g. 10 tuck jumps, 10 star jumps, 10 crouch to front support jumps [burpees].
d. Good quality positions required every time. 
e. Keep the relays fun and fast moving. 

2. Talk about why this gymnastic activity has changed their heart rate, breathing and body temperature.

Floor work [10 – 15 mins] – Mats out
3. Sequences - travelling, balancing, rolling, body shapes and body parts.
a.
Revise linking 2 different rolls from Lesson 3.
b. Ask them to include changes of speed and direction.

4.  Travel around the activity area combining travelling, turning and rolling movements explored in previous lessons. 
a. Stress the need to use the floor space safely, no bumping in others ..... 
b. Demonstrate interesting and controlled movement.
c. Ask observers to copy good movement.

5. Travel in a variety of ways and stop on command.
a. Hold a still position - ask them to stretch their bodies when making shapes and holding balances.
b. Hold a still position, showing a variety of specified shapes [refer to the cards] - ask them to use their imagination to find different ways of combining movements, balances and body shapes.
c. Hold a still position on specified body parts -  suggest hands, feet, knees, hips, shoulders, large ‘patches’ and small points, and combinations of these.

6. Create and perform a simple sequence, on the floor and using mats, of up to 4 elements.
a.
For example, balance, roll, jump, body shape.
b. Have a clear starting position.
c. Move smoothly between shapes and actions.
 

7. It is important that this learning cycle is followed.
a. Explore different ideas.
b. Choose the best ideas.
c. Practise and improve.
d. Show to others.
e. Observer feedback.
f.  Discuss how well they have done.
g. Set targets to improve further.

8. Demonstrations.
a. Observers will need a clear focus, for example,  
b. Watch how they change from happy to angry cat.
c. Move differently in front and back support positions.
d. Vary speed of movement. 

Apparatus [20 mins] - Organise some inclined apparatus and some higher and narrower apparatus for greater challenge
8. Transfer your sequence to a combination of floor, mats and apparatus.
a.
 For example, move from the floor to finish on apparatus, or move from apparatus to finish on the floor.

9. With a partner, combine your sequences.
a.
Perform the new sequence as a pair.
b. Challenge them to find interesting and different ways of using apparatus by performing combinations of actions.

10. Use demonstrations so that good quality work can be appreciated and shared.

Cool down [5 mins]
11.
Tired Cats
a.
Stretch as tall as you can, as wide as you can, then curl up as small as you can. 
b. Aim for clarity of shapes.
c. Talk about the importance of, and the children’s response to, the general management of themselves and the ‘PE space’ in the lesson.

 

 

Year: 2

Lesson: 5/6

Time: 35 - 45 mins

No. of children: Any

Learning Outcomes:
* devise, repeat and perform a short sequence in which there is a clear beginning, middle and end;
* adapt the sequence to include apparatus and a partner;
* use different combinations of floor, mats and apparatus, showing control, accuracy and fluency.

Success Criteria;
* I can perform and repeat my gymnastic actions successfully;
* I can perform sequences with my partner on the floor and on apparatus.

Literacy: Speak with clarity when commenting on others; performances; listen to instructions/suggestions by an adult, remember some specific points and identify what they have learned; listen to each other’s views and preferences, agree the next steps to take.
Numeracy: Describe patterns and relationships involving numbers or shapes; recognise and use whole, half and quarter turns, both clockwise and anticlockwise in performances; know that a right angle represents a quarter turn.

Resources: As lesson 4

Teaching Activities

Teaching Points/Management & Organisation

Warm up [5 mins]
1.
Body Parts 
a. Walk or jog around the hall, responding to teacher’s instructions.
b. For example, ‘Elbow,’ they touch the floor with that body part. 
c. Include large and small body parts.
d. Move in different directions, e.g. forward, backward and to the side.

2. After the warm up 
a.
Ask children to sit on the floor, cross-legged, arms folded and with backs straight.  
b. Talk about the importance of good body posture.

Floor work [10 – 15 mins]
3. Sequences
a.
Practise and refine the 4 actions floor sequence from Lesson 4.
b. Show a clear beginning, middle and end.
c. Move smoothly between shapes and actions.
d. For increased challenge, use contrasting actions.

4. Demonstrations. 
a. Observers to describe what they have seen.
b. Help them to identify how the sequences could be made harder or easier.

Apparatus [20 mins] - Paired sequences
5. Organise the apparatus as in Lesson 4.
 
6. With the same partner as in Lesson 4, further development of combined sequences.
a. Ask them to vary the places in which they perform movements and actions, e.g. move through, across, along, between and around large and small apparatus and mats.
b. Ask children if/how they need to adapt the apparatus, e.g. by adding cones on the floor areas to create interesting pathways.

7. Differentiation.
a.
To simplify the task, use lower, separate apparatus and include fewer actions.
b. to increase the demands of the task, use higher, linked apparatus and include more actions.

8. Practise and improve.

9. Show to another pair.

10. Observer feedback.

11.  Discuss how well we have done.

12. Set targets to improve further.

Cool down [5 mins]
13. Tired Cats
- As Lesson 4.
a. Contrast strong body shapes, finish by relaxing muscles.
b. Question children about landings of jumps and safety points.
c. Reinforce positive answers, encouraging attention to safe landings, especially from apparatus.

 

 

Year: 2

Lesson: 6/6

Time: 35 - 45 mins

No. of children: Any

Learning Outcomes:
* refine a short floor sequence;
* refine their pairs sequence on apparatus;
* describe another pair’s sequence, commenting on the performance.

Success Criteria:
* I can improve my sequences on floor and apparatus;
* I can watch others perform and describe what they have done.

Literacy: Speak with clarity when commenting on others; performances; listen to instructions/suggestions by an adult, remember some specific points and identify what they have learned; listen to each other’s views and preferences, agree the next steps to take.
Numeracy: Describe patterns and relationships involving numbers or shapes; recognise and use whole, half and quarter turns, both clockwise and anticlockwise in performances; know that a right angle represents a quarter turn.

Resources: As Lesson 5, digital camera, video - Sticky Legsself-assessment sheet

Teaching Activities

Teaching Points/Management & Organisation

Warm up [5 mins]
1. Heads, Shoulders, Knees and Toes
a.
Touch parts of the body when told by the teacher.
b. Increase the speed of movement as appropriate.

Floor work [10 mins]
2. Refinement of sequences from Lesson 5.
a. For the vast majority of children, sequences should be fluent, smooth and well-controlled.
b. Start and finish positions should be clear. 

3. Performances
a. Half the class perform, others observe.
b. Swap.
c. Video performances for classroom appreciation.

Apparatus [20 – 25 mins]
4. Refinement of paired sequences from Lesson 5.
a. Perform your sequence to another pair.
b. Help children to use advice/feedback to improve the quality of their sequence.

5. Final performances
a.
Video for classroom evaluation.

6. In the classroom, children complete self-assessment sheet

Cool down [5 mins]
7. Sticky Legs 
View: Sticky Legs
a. In pairs, sitting in a space. 
b. No. 1 makes a ‘piked sitting position’ sitting with a straight back and legs stretched out in front.
c. No. 2 tries to pull 1’s legs apart. 
d. No. 1 tries to resist. 
e. Change over. 
f. Question children on why this game is important. - It increases awareness and strength in muscles required for holding good balances..... 

End of unit. 

 

Teacher Assessment:

Average Ability                  Below Average Ability        Above Average Ability