Lesson 5 - Creating Shapes in Pairs
Champion Gymnasts: Foundation Movement and Body Awareness
•Reception
•Gymnastics
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How can we work together to create amazing gymnastics shapes like champion gymnasts?
Learning Objectives
- To create and hold various shapes in pairs on the floor and apparatus
- To explore different ways of connecting with a partner through body shapes
- To demonstrate 'champion gymnastics' qualities including stillness, pointed fingers and toes, and silent movement
Key Outcomes
- Students will create high, low, big and small shapes with their partner
- Students will demonstrate safe movement on apparatus while maintaining connected shapes
- Students will show understanding of 'champion gymnastics' through controlled, silent movements
Equipment & Resources Required
Spread around hall for partner work space
Alternative: Foam mats, exercise mats
Accessible for starting and stopping background music
Alternative: Phone with speaker, tablet
Show different connection types and champion positions
Alternative: Laminated pictures, demonstration photos
Key Vocabulary
Moving silently with pointed fingers and toes, holding shapes still
Two people making shapes while touching each other
Shapes that reach up towards the ceiling
Shapes that are close to the ground
Special gymnastics equipment we use for shapes and movement
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can create individual shapes on the floor
- Students understand basic gymnastics positions
- Students can work safely around apparatus
Current Skills
- Creating connected shapes with a partner
- Transferring partner shapes from floor to apparatus
- Demonstrating 'champion gymnastics' qualities
Next Steps
- Creating sequences of connected shapes
- Adding movement between shapes
- Performing partner routines with confidence
Milestone Indicators
Key Teaching Points
- Champion gymnastics means silent movement with pointed fingers and toes
- Connected shapes require gentle touch and respect for partners
- Safety first - one pair per apparatus, help each other
- High, low, big, and small refer to different spatial directions
- Hold all shapes still for 4 seconds to show control
- Encourage creative problem-solving in partnership
- Model positive partnership behaviour throughout
Common Misconceptions
- Thinking 'connected' means holding hands only - show various body part connections
- Confusing 'big' and 'high' - clarify directional differences
- Believing gymnastics is about showing off - emphasise control and cooperation
- Assuming apparatus work is more important than floor work - value both equally
- Thinking champions must be perfect - celebrate effort and improvement
SEN Adaptations
ADHD
- Clear boundaries for each activity, frequent position changes, celebrate focus and stillness
dyspraxia
- Break down shape instructions into smaller steps, allow extra time for coordination, provide physical support if needed
autism spectrum
- Clear visual routine cards, predictable partner pairing, quiet space available if overstimulated
visual impairment
- Use verbal descriptions of shapes, allow tactile exploration of partner's shape, bright coloured mats for boundaries
hearing impairment
- Use visual signals and demonstrations, partner can tap for communication, visual countdown for shape holds
physical disability
- Adapted shapes using wheelchairs or walking aids, focus on possible connection points, alternative apparatus if needed
Cross-Curricular Links
Science
Body awareness, balance and stability, forces when connecting with partners
PSHE
Cooperation, respect for others, listening skills, celebrating differences
Teacher Guidance
Positioning
Central location during floor work, circulating during apparatus work for close supervision
Observation Focus
Partner cooperation, safe apparatus use, demonstration of champion gymnastics qualities
Intervention Points
Step in if partner conflict arises, unsafe apparatus use observed, or students struggling with cooperation
Demonstration Notes
Use clear, exaggerated movements for shape demonstrations, always demonstrate with a student volunteer for partner work, model respectful partner interaction
Verbal Cues
- •'Champion gymnastics - silent and still!'
- •'Gentle touching, no pushing!'
- •'Help your partner succeed!'
- •'Point those fingers and toes!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space, minimum 15m x 20m, with high ceiling for apparatus work
Surface Check
Non-slip floor surface, clean and dry, checked for obstacles or hazards
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats correctly positioned under and around apparatus
- •No sharp edges or loose components on equipment
Risk Management
Key Risks
- •Falls from apparatus during partner work
- •Collisions between pairs during floor work
- •Inappropriate partner contact or rough handling
- •Overbalancing during connected shapes
Risk Mitigation
- •Clear space allocation between pairs
- •Gradual progression from floor to apparatus
- •Emphasis on gentle, respectful partner contact
- •One pair per apparatus rule strictly enforced
- •Continuous adult supervision during apparatus work
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations
- •Circulate continuously during partner activities
- •Monitor partner interactions for safety and respect
Emergency Procedures
Stop activity immediately if unsafe contact occurs, assess any injuries, ensure clear pathway for emergency access