Lesson 6 - Partner Formations and Routine Performance
Creative Body Shapes and Partner Gymnastics
•Year 1
•Gymnastics
•Start Planning Better PE Lessons
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How can we work together with a partner to create gymnastic sequences that look amazing from every angle?
Learning Objectives
- Perform spins and balances in different formations as part of a wider routine
- Work cooperatively with a partner to create and perform sequences
- Demonstrate physical confidence in gymnastic movements
Key Outcomes
- Students will confidently perform spins and balances with a partner in various formations
- Students will create sequences involving changes of level and direction
- Students will demonstrate improved physical confidence through peer and self-assessment
Equipment & Resources Required
Place in four corners of hall for assessment activity
Alternative: Bean bags, hoops in different colours
For timing apparatus setup challenges
Alternative: Phone timer, wall clock with second hand
Set up 4-6 stations around the hall perimeter
Alternative: Mats, benches, low boxes if full apparatus unavailable
Available for safe landing and floor work
Alternative: Carpet squares, yoga mats
For filming sequences and assessment evidence
Alternative: Phone with video capability
Key Vocabulary
The arrangement or positioning of partners during a gymnastic sequence
Positioned next to each other, side by side
Partners facing each other performing the same movements like a mirror image
A series of gymnastic movements performed one after another in a planned order
Moving with assurance and control, feeling secure in your abilities
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic spins on points and patches
- Individual balance positions
- Simple gymnastic movements
Current Skills
- Partner work and formations
- Sequence creation and performance
- Physical confidence development
Next Steps
- More complex partner sequences
- Group formations with 3-4 students
- Introduction to simple apparatus sequences
Milestone Indicators
Key Teaching Points
- Emphasise safety and control in all spinning movements
- Ensure formations are clearly defined and consistently maintained
- Focus on partner cooperation and communication throughout
- Build physical confidence through positive reinforcement and achievable challenges
- Use peer assessment to develop observation and feedback skills
- Connect apparatus work to floor sequences for skill transfer
- Celebrate effort and improvement alongside achievement
Common Misconceptions
- Faster spins are better - emphasise control over speed
- Formations only matter during performance - formations should be maintained throughout sequences
- Only the 'best' gymnasts can give feedback - all students can observe and provide constructive comments
- Apparatus work is separate from floor work - skills transfer between both contexts
- Physical confidence means attempting the hardest moves - confidence comes from controlled, successful movement at appropriate level
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries, immediate feedback, leadership roles to maintain focus
dyspraxia
- Slower progression through formations, extra visual cues, simplified sequences, additional practice time
autism spectrum
- Clear routine structure, visual timetable of activities, quiet space available if needed, consistent partner pairings
visual impairment
- Use bright coloured cones for formations, verbal descriptions of demonstrations, tactile guidance for positioning
hearing impairment
- Clear visual demonstrations, written formation cards, hand signals for instructions
physical disability
- Adapted sequences using available movements, seated formation options, modified apparatus access
Cross-Curricular Links
English
Following complex instructions, using descriptive vocabulary for movements, peer assessment communication skills
Maths
Counting sequence elements, measuring distances between partners, exploring symmetry and patterns in formations
Science
Understanding balance and centre of gravity, forces in spinning motions, body systems during exercise
PSHE
Cooperation and teamwork skills, giving and receiving feedback constructively, building confidence and resilience
Teacher Guidance
Positioning
Central position during formations, circulate during sequence work, close supervision for apparatus
Observation Focus
Partner cooperation, sequence quality, formation accuracy, physical confidence indicators
Intervention Points
Unsafe movements, poor partner dynamics, incorrect formations, lack of engagement
Demonstration Notes
Use students to demonstrate formations, show sequence examples, highlight good cooperation
Verbal Cues
- •'Show me your formation!'
- •'Smooth transitions!'
- •'Work together!'
- •'Control your spins!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 15m x 10m for partner work and apparatus
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •All apparatus checked and properly secured before use
- •Mats positioned for safe landing during spins and balances
- •Adequate space around each apparatus station
- •Camera equipment kept away from activity areas
Risk Management
Key Risks
- •Collisions during partner formations
- •Falls during spins and balances
- •Apparatus-related injuries
- •Overconfident attempts at difficult moves
Risk Mitigation
- •Clear boundaries and spacing established for all activities
- •Progressive skill building from simple to complex
- •Emphasis on controlled movements throughout
- •Immediate intervention for unsafe practices
- •Partner matching for similar ability levels
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during partner work
- •Close monitoring during apparatus activities
- •Immediate proximity during challenging balances
- •Continuous scanning for potential hazards
Emergency Procedures
Stop signal established, first aid kit accessible, clear evacuation routes maintained