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Lesson 8 - Linking Gymnastic Sequences

Animal Stories in Gymnastics

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Year 1

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Gymnastics

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Big Question

How can we join different gymnastic movements together to create a flowing sequence that tells a story?

Learning Objectives

To link simple gymnastic actions together in a flowing sequence
To demonstrate control and awareness when using apparatus safely
To remember and repeat actions and shapes with consistency

Key Outcomes

Students will create a 4-part sequence including balance, jump, roll and travelling
Students will perform sequences with clear starting and finishing positions
Students will show spatial awareness when moving around apparatus

Equipment & Resources Required

Gymnastics Mats

8-10

Spread around teaching area for safe landing zones

Alternative: Yoga mats or carpet tiles

Benches

2-3

Positioned away from walls with mats underneath

Alternative: Low planks or balance beams

Hoops

6-8

Laid flat on floor as targets or boundaries

Alternative: Rope circles or chalk circles

SAQ Ladders

1-2 (optional)

Lowest setting with thick mats around

Alternative: Sturdy boxes or platforms

Agility Trestles

1-2 (optional)

Set low with planks for climbing/balancing

Alternative: A-frame supports

Climbing Frame Section

1 (optional)

Ensure mats underneath and supervision nearby

Alternative: Wall bars or ladder

Key Vocabulary

Sequence

A series of gymnastic movements linked together smoothly

Starting Position

A clear, still shape at the beginning of a sequence

Finishing Position

A clear, still shape at the end of a sequence

Flow

Moving smoothly from one action to the next without stopping

Apparatus

Equipment used in gymnastics like mats, benches and hoops

Level

How high or low your body is - high, medium or low

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic gymnastic shapes (straight, tuck, star, straddle)
Simple balances on different body parts
Basic rolls and jumps
Safe apparatus handling

Current Skills

Linking actions together in sequence
Adding starting and finishing positions
Changing levels and directions
Flowing movements between actions

Next Steps

Longer sequences with more actions
Partner and group sequences
Advanced apparatus work
Creating sequences to music

Milestone Indicators

Sequences flow without stops between actions

Clear beginning and end positions held for 3 seconds

Safe and confident apparatus use

Can describe what makes a good sequence

Key Teaching Points

Sequences must have clear beginning, middle and end structure
Flow between actions is more important than individual skill difficulty
Starting and finishing positions should be held still for 3 seconds
Safety around apparatus is paramount - gentle hands, check landing space
All students can create sequences at their own level with appropriate support
Quality of movement and control matters more than speed
Encourage creativity while maintaining safety standards

Common Misconceptions

Thinking sequences are just random movements - emphasise the flowing connection
Believing harder skills make better sequences - focus on control and flow
Forgetting that sequences need clear starts and endings
Assuming apparatus work is too difficult - adapt to individual capabilities
Not understanding that practice improves memory - encourage repetition

SEN Adaptations

ADHD

Shorter apparatus exploration time, clear boundaries marked, fidget tools available between activities

dyspraxia

Simplified sequences, extra practice time, visual cues for body positions, peer support

autism spectrum

Clear visual sequence cards, predictable apparatus rotation, quiet space available if needed

visual impairment

Tactile exploration of apparatus, verbal descriptions of sequences, buddy system for guidance

hearing impairment

Visual demonstrations, hand signals for start/stop, written sequence cards with pictures

physical disability

Adapted apparatus heights, seated sequence variations, focus on upper body movements

Cross-Curricular Links

English

Sequencing vocabulary, following instructions, descriptive language for movement

Science

Forces and motion in jumps and landings, balance and gravity, body systems during exercise

Art

Creating flowing patterns with body shapes, understanding composition and flow

Mathematics

Counting beats in sequences, understanding numerical order of actions, timing and rhythm patterns

PSHE

Cooperation and taking turns, building confidence through performance, respecting others' efforts

Teacher Guidance

Positioning

Central location with clear view of all apparatus stations, moving between groups regularly

Observation Focus

Safety first, then sequence flow, apparatus use and student engagement

Intervention Points

Immediate safety issues, students struggling with sequence concepts, inappropriate apparatus use

Demonstration Notes

Show complete sequences yourself, emphasise start/finish positions, model safe apparatus handling

Verbal Cues

•'Flow like water from one action to the next'
•'Start tall and proud, finish tall and proud'
•'Check your landing space is clear'
•'Gentle hands on the apparatus'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 15m x 10m for apparatus stations and movement

Surface Check

Non-slip indoor surface, clean and free from obstacles

Equipment Safety

Safety Checks

•All apparatus checked for stability before lesson
•Safety mats positioned under and around all apparatus
•Apparatus height appropriate for Year 1 (maximum 1m high)
•Emergency first aid kit accessible

Risk Management

Key Risks

•Falls from apparatus
•Collisions between students
•Unsupervised apparatus use
•Inadequate landing surfaces

Risk Mitigation

•Teacher supervision at all times
•Clear apparatus safety rules established
•Controlled group rotations
•Appropriate challenge level for age group
•Safety mats under all apparatus

Supervision & Emergency Procedures

Supervision Points

•Position to observe all stations
•Move between groups regularly
•Watch for unsafe behaviour
•Ensure apparatus used as intended

Emergency Procedures

Stop signal established, first aid trained staff present, clear access to exits maintained