Vaulting Fun

Overview

This 30-minute lesson is lesson 5 of 6 in the year 2 unit "Gymnastics Fundamentals Fun." It introduces students aged 5–7 in a New Zealand rural junior school to the vault. The focus is on developing confidence, coordination, and safely approaching and dismounting the vaulting equipment.

Curriculum Links

This lesson aligns with the New Zealand Curriculum: Health and Physical Education progress outcomes and learning areas, specifically:

• Movement concepts and motor skills: Develop and refine fundamental movement skills in a variety of environments (level 1 - year 2).
• Contributing to relationships and communities: Demonstrate respect for self and others by following safe practices.
• Key competencies: Managing self, participating and contributing – students build confidence in physical tasks and develop safe movement habits.

The lesson supports the development of physical competency and personal and social skills through safe movement and peer interaction.

Learning Intentions (WALT)

We Are Learning To:

• Approach the vaulting equipment confidently and with control.
• Dismount safely from the vault landing with control and balance.

Success Criteria

• Vault off the equipment with a controlled and safe landing.
• Demonstrate a steady run-up to the vault.
• Show awareness of body position on dismount.

Extension: Attempt a jump off the vault with feet together during dismount.

Differentiation: Use lower vault heights for less confident or developing students to ensure success and safety.

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Resources Needed

• Vaulting horse / vault box or sturdy gym vault equipment, adjustable for height
• Gym mats for safe landing
• Cones or markers for running approach
• Whistle or signal for starting/stopping activity

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Lesson Plan Breakdown

1. Introduction and Warm-up (5 minutes)

• Gather students in a safe space. Briefly recap previous gymnastics lessons.
• Explain today's focus: learning to safely vault over equipment.
• Warm-up activity: "Follow the Leader" running and jumping game to prepare muscles. Use light jogging, stretching arms and legs, and gentle jumps.
• Emphasise safety rules:
• Wait your turn.
• Pay attention to surroundings.
• Land softly with bent knees.

2. Demonstration and Explanation (5 minutes)

• Show the vault setup at an appropriate height.
• Demonstrate approach: running in a straight line at a controlled, steady speed towards the vault.
• Demonstrate the vault:
• Place hands firmly on the vault.
• Push off with arms.
• Dismount safely onto the mat, landing with knees bent and feet flat.
• Explain safety points aloud during demonstration.
• If time, show the extension: jumping off vault with feet together.

3. Guided Practice (15 minutes)

• Organise students in small groups (4–5) for supported practice.
• Stations:
• Station 1: Practice running approach to the vault area using cones as markers.
• Station 2: Practice placing hands safely on vault platform.
• Station 3: Practice the vault dismount onto mats with teacher support.
• Teachers and aides provide feedback:
• Encourage controlled running speed.
• Remind about hand placement and body control.
• Support softer landings with bent knees.
• Differentiation:
• Offer lower vault heights or simplified step-over for beginners.
• Challenge confident students to try vaulting with feet together on landing.

4. Group Reflection and Cool-down (5 minutes)

• Gather as a group for a quick cool-down: slow walking and gentle stretching.
• Discuss:
• What went well with your vault today?
• How did you make sure you landed safely?
• What will you try next time?
• Reinforce the success criteria and praise effort and safe practice.
• Prepare them for the next lesson by suggesting they practise vaulting and safe landings at home or playground.

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Differentiation Strategies

• For less confident learners: Use lower vault heights, decrease running distance, provide one-on-one teacher support.
• For advanced learners: Encourage the extension challenge: vault with a jump landing with feet together, and try to increase approach speed safely.
• For diverse learners (including dyslexia): Use clear, simple verbal instructions supported by visual demonstration and step-by-step modelling of actions. Provide dyslexia-friendly written key points on a poster in the gym with large fonts and simple phrases (e.g., "Run straight," "Hands first," "Bend knees").

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Assessment

• Formative: Teacher observes students’ approach and dismount technique during activities and gives immediate feedback based on success criteria.
• Self-assessment: Students are encouraged to talk about how they felt before, during, and after vaulting. Use smiley-face check-in (happy, okay, need more practice).
• Peer Feedback: Encourage positive and specific feedback from classmates during small group activities, e.g., "You landed really softly!"

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Links to Specific New Zealand Curriculum Documents

• Health and Physical Education – Movement Concepts and Motor Skills / Level 1: Participate actively in games and physical activities showing awareness of space and control of body when landing and jumping.
• Health and Physical Education – Contributing to Healthy, Sustainable Environments / Level 1: Demonstrate confidence managing their own safety and that of others during movement activities.

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This lesson plan uses a balance of teacher modelling, student practice, and reflection to actively engage young learners in safely mastering vault skills while developing confidence and physical coordination. The inclusion of differentiation and extension ensures all learners are supported and challenged appropriately within the New Zealand Curriculum framework.