Lesson 5 - Multi-Level Balancing and Sequences
Creative Body Shapes and Partner Gymnastics
•Year 1
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we create exciting gymnastics sequences using balances at different heights?
Learning Objectives
- To hold balances securely at low, medium and high levels
- To spin out of balances to form a flowing sequence
- To recognise and describe what makes good gymnastic work
Key Outcomes
- Students will demonstrate controlled balances at three different levels
- Students will create partner sequences combining points and patches
- Students will peer assess using positive language and specific feedback
Equipment & Resources Required
Spread around hall perimeter for apparatus stations
Alternative: Carpet squares or yoga mats
Various heights for different level work
Alternative: Low boxes or blocks
Clear space around wall for safety
Alternative: Sturdy fence or playground equipment
Keep accessible for final activity
Alternative: Number cards 1-6
For timing apparatus setup challenges
Alternative: Phone timer or classroom clock
For capturing peer assessment dialogue
Alternative: Written observation notes
Key Vocabulary
Small body parts used for balancing like fingertips, toes, or elbows
Large body parts used for balancing like back, tummy, or side
How high or low your body is - floor level, medium height, or high up
A series of movements that flow together smoothly
When both sides of your body look exactly the same
When the two sides of your body look different
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of points and patches
- Simple static balances
- Safe movement on apparatus
Current Skills
- Multi-level balancing
- Spinning transitions
- Partner sequence creation
- Peer assessment skills
Next Steps
- Complex gymnastics sequences
- Advanced apparatus work
- Performance and evaluation skills
Milestone Indicators
Key Teaching Points
- Always prioritise control and stability over complexity
- Use gymnastics vocabulary consistently throughout the lesson
- Encourage creativity while maintaining safety standards
- Celebrate effort and improvement as much as achievement
- Build sequences gradually from individual skills
- Use peer demonstration to reinforce learning
- Maintain high expectations for cooperation and support
Common Misconceptions
- Points must always be fingertips - actually any small body part works
- High level means dangerous - actually means controlled work at standing height
- Spinning must be fast - emphasise slow, controlled movements
- Symmetrical shapes are always better - both symmetrical and asymmetrical have value
- Only gymnasts can do this work - every child can achieve at their own level
SEN Adaptations
ADHD
- Shorter activity bursts, movement breaks between instructions, clear visual boundaries
dyspraxia
- Simplified sequences, extra practice time, focus on static balances before adding movement
autism spectrum
- Clear routine structure, visual sequence cards, quiet spaces available for overwhelm
visual impairment
- Use tactile cues for balance positions, verbal descriptions of demonstrations, partner guidance system
hearing impairment
- Visual signals for start/stop, written instruction cards, demonstration-heavy teaching
physical disability
- Seated balancing variations, adapted apparatus heights, focus on achievable contact points
Cross-Curricular Links
Maths
Counting contact points, timing sequences, symmetry and shape recognition
Science
Balance and forces, centre of gravity, body systems during exercise
Art
Creating symmetrical and asymmetrical patterns, design and composition
PSHE
Teamwork, resilience when learning new skills, celebrating others' achievements
Teacher Guidance
Positioning
Move actively around the hall to observe all students, position centrally for demonstrations
Observation Focus
Look for control and stability in balances, smooth transitions, positive interaction
Intervention Points
Step in when safety is compromised, when students need encouragement, or when good examples need highlighting
Demonstration Notes
Use students as demonstrators whenever possible, always show what you want to see, break complex skills into small steps
Verbal Cues
- •'Hold it still for 3 seconds!'
- •'Can you make that shape even more controlled?'
- •'I love how you're helping your partner!'
- •'Show me a different level now!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall with high ceiling, minimum 15m x 10m clear space
Surface Check
Non-slip surface, mats secure and properly positioned
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned under all balancing areas
- •Wall space clear of obstacles and projections
Risk Management
Key Risks
- •Falls from height during high level balances
- •Collisions during partner work
- •Apparatus accidents during setup/pack away
- •Overexertion during spinning movements
Risk Mitigation
- •Progressive skill building from simple to complex
- •Constant emphasis on control over speed
- •Clear apparatus handling procedures
- •Adequate spacing between working groups
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all apparatus work simultaneously
- •Move actively around groups during partner work
- •Monitor spinning activities for dizziness or loss of control
Emergency Procedures
Stop activity immediately, assess injury, apply first aid if trained, seek medical attention if needed