Lesson 6 - Partner Shape Sequences
Creative Movement & Teamwork
•Year 1
•Gymnastics
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How can we work together to create a gymnastics sequence that tells a clear story with a beginning and end?
Learning Objectives
- To work with a partner to create a short sequence that includes elements of spin, turn and/or rock
- To select whether your sequence is going to be in unison or canon
- To transfer sequences from floor to apparatus safely
Key Outcomes
- Students will create a partner sequence with clear start and end shapes
- Students will perform sequences in either unison or canon
- Students will successfully transfer their sequence to apparatus
Equipment & Resources Required
Arranged around hall perimeter for apparatus work
Alternative: Carpet squares if mats unavailable
Various heights and surfaces for sequence transfer
Alternative: Playground equipment, steps
Displayed prominently for reference
Alternative: Hand-drawn shape examples on whiteboard
For timing and atmosphere during sequences
Alternative: Voice commands only
Key Vocabulary
A series of movements performed one after another in a specific order
Performing movements at exactly the same time as your partner
Performing movements one after the other, like a follow-the-leader
The beginning position that shows your sequence is about to begin
The finishing position that shows your sequence is complete
Making your muscles tight and strong to hold positions
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastic shapes (wide, narrow, tucked)
- Simple travelling actions
- Individual balancing
- Following instructions and stopping on command
Current Skills
- Partner collaboration in sequence creation
- Understanding unison vs canon performance
- Creating clear start and end shapes
- Transferring skills from floor to apparatus
Next Steps
- More complex partner sequences
- Group work and mirroring
- Advanced apparatus work
- Performance and evaluation skills
Milestone Indicators
Key Teaching Points
- Start and end shapes are like capital letters and full stops - they show clear beginnings and endings
- Unison means moving together at the same time, canon means following one after the other
- Good muscle tension is essential for holding shapes clearly for three seconds
- Partner work requires communication, compromise, and mutual support
- Apparatus work requires careful adaptation of floor skills, not exact copying
- Sequences should flow smoothly with clear transitions between elements
- Safety on apparatus must always be the priority over complex movements
Common Misconceptions
- Thinking unison and canon are the same thing - demonstrate clear timing differences
- Believing apparatus work should be exactly the same as floor work - emphasise adaptation
- Assuming faster sequences are better - focus on control and quality
- Thinking start and end shapes aren't important - reinforce their role in performance quality
- Believing only complex shapes are good - celebrate simple shapes done well
- Assuming one partner should lead all the time - promote equal contribution
SEN Adaptations
ADHD
- Use shorter activity bursts, provide clear boundaries, offer leadership roles, give frequent positive feedback
dyspraxia
- Break sequences into smaller parts, provide extra practice time, use larger apparatus, offer physical support
autism spectrum
- Provide clear structure and routine, use visual schedule, offer quiet space if overwhelmed, prepare for partner changes
visual impairment
- Use verbal descriptions of shapes, tactile demonstrations, bright coloured apparatus, buddy system for guidance
hearing impairment
- Use visual demonstrations, hand signals for unison/canon timing, written instructions on cards
physical disability
- Adapt shapes to seated or supported positions, modify apparatus height, use alternative body parts for movements
Cross-Curricular Links
English
Using capital letters and full stops to structure writing, comparing to start and end shapes in sequences
Maths
Counting to three for shape holds, understanding sequencing and order
Science
Understanding muscle tension and body mechanics, exploring balance and forces
PSHE
Working collaboratively, giving positive feedback, building confidence through partnership
Teacher Guidance
Positioning
Move continuously around the hall to observe all partner groups, position near apparatus during transfer activities
Observation Focus
Watch for effective collaboration, safe apparatus use, and quality of sequence elements
Intervention Points
Step in if partnerships aren't working, safety concerns arise, or students need help with concept understanding
Demonstration Notes
Use students as demonstration partners when possible, always check they can perform the skill safely before asking them to demonstrate
Verbal Cues
- •'Hold that shape with strong muscles!'
- •'Remember to work together!'
- •'Show me your capital letter start!'
- •'Safety first on the apparatus!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space minimum 15m x 10m with additional areas for apparatus
Surface Check
Non-slip floor surface, clean and free from obstacles
Equipment Safety
Safety Checks
- •Check all apparatus is stable and secure before use
- •Ensure mats are properly positioned under apparatus
- •Check gym shape cards have no sharp edges or damage
Risk Management
Key Risks
- •Collisions during partner work
- •Falls from apparatus
- •Injury from poor landing technique
- •Overexertion during sequence performance
Risk Mitigation
- •Clear boundaries established for partner work areas
- •Close supervision of all apparatus work
- •Progressive skill building from floor to apparatus
- •Emphasis on adaptation rather than direct copying
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all partner groups
- •Circulate continuously during apparatus work
- •Monitor energy levels and provide rest breaks as needed
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact school first aider if needed