KS1 · Physical education · Year 1
High movements
Gymnastics: individual movements and balances
Learn it. Recall it. Make it stick.
IllumED Slides
IllumED · 1/10
Your learning goal
I can move and balance in a variety of ways that are high.
1 of 10
High movements: slides adapted from the imported teaching text; recall questions created from its keywords, learning points and common mistakes. Self-check practice, with no automatic grading or XP. Answers stay on this page and are cleared when you leave.
What you’ll learn
I can move and balance in a variety of ways that are high.
Key learning points
- Move: moving high requires us to move silently with control, ensuring we remain high in relation to the surface.
- Move: high balances require our body to be still and high in relation to the surface
- Think: movements and balances require silence, pointing the fingers and toes and balances should be held still.
- Feel: trying lots of different high ways of moving and balancing shows self belief.
- Connect: empathy enables us to listen to others' ideas, and to ensure all pupils are included.
Words to know
- movement
- the process of moving from one place to another
- balance
- maintaining a desired shape in a stationary position
- high
- to move while reaching upwards vertically from the ground or surface
Common mistakes
Pupils think that moving high only means traveling on tiptoes. Pupils focus on the task rather than good movements. Pupils do not hold their balances for long enough.
Celebrate the different ways pupils move high. Remind pupils to move silently with control, pointing fingers and toes. Encourage pupils to hold balances for at least 3 seconds.
For parents, carers and teachers
- When sharing teaching points tell pupils to 'Stand like a gymnast' so they learn to control their bodies. Pupils stand still in an upright position, holding their muscles tight, with feet together and arms by their sides. To ensure pupils hold still in a balance tell them to focus on a fixed spot.