Lesson 3 - Partner Formations and Symmetrical Balances
Creative Body Shapes and Partner Gymnastics
•Year 1
•Gymnastics
•Start Planning Better PE Lessons
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How can we work together to create beautiful symmetrical and asymmetrical shapes?
Learning Objectives
- Work with a partner to perform routines in different formations
- Perform a combination of symmetrical and asymmetrical spins on patches
- Demonstrate physical confidence through controlled movements
Key Outcomes
- Students will successfully work with a partner to create and perform sequences
- Students will demonstrate understanding of symmetrical and asymmetrical shapes through movement
- Students will show physical confidence in their performance and apparatus work
Equipment & Resources Required
Spread around apparatus area for safe landing
Alternative: Carpet squares or soft play mats
Set up 6 different stations around the hall
Alternative: Playground equipment or improvised obstacles
For apparatus setup timing challenge
Alternative: Classroom timer or phone timer
For assessment and celebration of achievement
Alternative: Tablet or smartphone
Key Vocabulary
When both sides of your body look exactly the same
When both sides of your body look different
The way partners position themselves - side by side, front and back, or facing each other
Different body parts we can balance on - front, back, bottom, side
A series of movements put together in order
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can balance on different body parts
- Understands basic symmetrical shapes
- Can work safely with equipment
Current Skills
- Partner work in different formations
- Combination of symmetrical and asymmetrical movements
- Controlled spins on different body patches
Next Steps
- Complex partner sequences with apparatus
- Advanced symmetrical and asymmetrical work
- Leading and teaching others
Milestone Indicators
Key Teaching Points
- Emphasise control over speed in all spinning movements
- Demonstrate clear differences between symmetrical and asymmetrical shapes
- Model excellent partner cooperation and communication
- Prioritise safety during all apparatus work
- Encourage positive peer feedback and support
- Celebrate effort and improvement alongside achievement
- Use specific, descriptive praise for good technique
Common Misconceptions
- Thinking faster spinning is better - emphasise control and quality
- Confusing symmetrical and asymmetrical - provide clear visual examples
- Believing one partner should lead all the time - encourage shared leadership
- Assuming apparatus work is about height rather than control - focus on quality movement
- Thinking only perfect performance deserves praise - celebrate effort and improvement
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear movement boundaries, use frequent praise
dyspraxia
- Simplify sequences, provide additional practice time, offer hand-over-hand support
autism spectrum
- Provide clear sequence cards, allow extra processing time, offer quiet space if overwhelmed
visual impairment
- Use tactile guidance for shape formation, provide verbal descriptions of formations, pair with sighted buddy
hearing impairment
- Use visual demonstrations, hand signals for instructions, ensure face-to-face communication
physical disability
- Adapt spins for seated position, modify apparatus height, provide additional support
Cross-Curricular Links
Maths
Symmetry and shape recognition, counting sequences, spatial awareness and directions
Science
Forces and motion during spinning, balance and centre of gravity, body systems during exercise
Art
Symmetrical and asymmetrical patterns, shape and form through body positions
PSHE
Cooperation and teamwork, building confidence, giving and receiving feedback
Teacher Guidance
Positioning
Move around space during activities to observe all students, position near apparatus during setup/pack away
Observation Focus
Watch for control during spins, cooperation in partner work, safe apparatus use
Intervention Points
Step in if students becoming dizzy, if partners not cooperating, if unsafe apparatus use observed
Demonstration Notes
Use clear, exaggerated movements for shape demonstrations, model excellent partner cooperation, show safe apparatus handling
Verbal Cues
- •'Slow and controlled!'
- •'Work together!'
- •'Safety first!'
- •'Show me your best shape!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 15m x 10m with clear boundaries marked
Surface Check
Non-slip surface, dry and clean, free from obstacles and hazards
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned correctly around apparatus
- •Safe carrying procedures followed for all equipment
Risk Management
Key Risks
- •Collisions during partner work and formation changes
- •Falls from apparatus during high level work
- •Dizziness from spinning activities
- •Trapped fingers during apparatus setup/pack away
Risk Mitigation
- •Clear spacing requirements between pairs
- •Emphasised controlled movement rather than speed
- •Spotting provided for apparatus work
- •Adult supervision during all apparatus handling
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations
- •Circulate during partner work to monitor cooperation
- •Closely supervise apparatus setup and pack away
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, contact emergency services if required