Move Strong and Steady

Overview

Students develop simple fitness skills through safe, playful movement stations using body weight and floor space. They practise balance, strength, flexibility, and travelling movements, then link selected actions into a short sequence with a clear start and finish.

Learning intentions

• Students will practise moving safely in different directions and at different speeds.
• Students will develop balance, strength, and flexibility using their own bodies.
• Students will link travelling, balancing, stretching, and jumping movements smoothly.
• Students will manage themselves and encourage others during physical activity.

Success criteria

• I can hold a still balance for five seconds.
• I can use safe body shapes when stretching, jumping, and moving.
• I can complete a fitness activity and control my breathing.
• I can link three or more movements with a clear beginning and ending.

Curriculum links

• Movement skills — balance, strength, and flexibility: muscles and joints help the body move, bend, and stretch.
• Movement skills — balance, strength, and flexibility: perform a gymnastic sequence with balances and travelling movements, including a clear start and finish.
• Movement skills — balance, strength, and flexibility: link upper- and lower-body movements smoothly in sequences that include jumps and balances.
• Health and PE learning: manage self, relate to others, and participate and contribute.

Lesson structure (40 minutes)

1. 0–5 min · Welcome and safety warm-up. Teacher checks the activity area, explains “stop” and “freeze” signals, and shows the visual instruction step cards for the key movement expectations: eyes up, safe space, soft knees, and controlled movements. Students move around the space using walking, marching, side-stepping, and gentle jogging, freezing safely when signalled.

2. 5–10 min · Body preparation. Teacher leads a warm-up using simple actions: reach high, curl small, twist gently, bend knees, ankle circles, arm circles, and slow stretches; remind students never to force a stretch or hold their breath. Students copy the actions and identify which body parts are moving, bending, or stretching.

3. 10–22 min · Fitness circuit. Teacher sets out four stations around the room or outdoor space and demonstrates each one before students begin. With five students, one student may work at each station while the teacher joins or observes; change stations every two minutes.

• Balance: stand on one foot, then try a different body shape.
• Strength: five controlled squats, wall pushes, or bear-walk steps.
• Flexibility: reach, fold gently, and stretch arms and legs without bouncing.
• Travelling: move between two markers using skips, side-steps, frog jumps, or bear walks.

Students complete each activity at their own level, pause when tired, and use careful technique rather than racing. After each change, students name the fitness skill they have used.

4. 22–29 min · Movement challenge. Teacher calls out combinations such as “travel, balance, stretch” or “jump, freeze, reach”; model how to join movements smoothly and land with soft knees. Students create and practise a three-movement combination, ensuring it includes one travelling action, one balance, and one stretch or jump.

5. 29–36 min · Mini sequences. Teacher asks students to choose three or four actions from the circuit and plan a short sequence with a clear starting shape and finishing shape. Students perform their sequence one at a time while classmates watch quietly and identify one strength, such as control, balance, smooth linking, or a clear finish. The teacher gives immediate feedback and adjusts movements where needed.

6. 36–40 min · Cool-down and reflection. Teacher leads slow walking, breathing, gentle stretches, and a final still shape. Students share which activity made their heart beat faster, which movement was challenging, and one way they kept themselves or others safe.

Resources

• Clear indoor or outdoor space
• Four floor markers, cones, hoops, or chalk marks
• visual instruction step cards
• Timer or phone stopwatch
• Whistle or agreed stop signal
• Optional music and speaker
• Water bottles

Assessment

• Observe whether students use safe spaces, soft knees, controlled landings, and appropriate effort during the circuit.
• Check for a five-second balance, controlled strength movement, safe stretching, and the ability to travel in more than one direction.
• During the mini sequence, assess whether each student includes travelling, a balance, and a stretch or jump, with a recognisable start and finish.
• Use the final discussion to check whether students can explain how their muscles and joints help them move, bend, or stretch.

Differentiation

• Support students by reducing the distance travelled, allowing two feet or a hand near a wall for balance, and demonstrating each action slowly before practice.
• Offer choices such as walking instead of jogging, stepping instead of jumping, wall pushes instead of floor exercises, and smaller stretches.
• For students needing extra support, keep the visual instruction cards visible, use one-step directions, and pair spoken instructions with gestures.
• Challenge confident students to hold a balance for longer, change levels, travel backwards or sideways safely, or link four movements without stopping.
• Use encouraging language and allow rest breaks; students should work at a level that feels challenging but safe rather than competing for speed.