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Lesson 6 - Partner Formations and Routine Performance

Creative Body Shapes and Partner Gymnastics

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Year 1

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Gymnastics

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45 min

Big Question

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

Cones

4 different coloured

Place in four corners of hall for assessment activity

Alternative: Bean bags, hoops in different colours

Stopwatch

For timing apparatus setup challenges

Alternative: Phone timer, wall clock with second hand

Gymnastics Mats

Varies by class size

Set up 4-6 stations around the hall perimeter

Alternative: Mats, benches, low boxes if full apparatus unavailable

Mats

1 per 2 students minimum

Available for safe landing and floor work

Alternative: Carpet squares, yoga mats

Digital Cameras

For filming sequences and assessment evidence

Alternative: Phone with video capability

Key Vocabulary

Formation

The arrangement or positioning of partners during a gymnastic sequence

Adjacent

Positioned next to each other, side by side

Mirroring

Partners facing each other performing the same movements like a mirror image

Sequence

A series of gymnastic movements performed one after another in a planned order

Physical Confidence

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

Smooth transitions between moves

Confident partner coordination

Creative use of space and levels

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