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Lesson 6 - Partner Shape Sequences

Creative Movement & Teamwork

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Year 1

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Gymnastics

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54 min

Big Question

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

Gym Mats

6-8 mats

Arranged around hall perimeter for apparatus work

Alternative: Carpet squares if mats unavailable

Apparatus

Benches, low boxes, inclined mats

Various heights and surfaces for sequence transfer

Alternative: Playground equipment, steps

Cards

1 set of picture cards

Displayed prominently for reference

Alternative: Hand-drawn shape examples on whiteboard

Music Player

1 with wireless microphone capability

For timing and atmosphere during sequences

Alternative: Voice commands only

Key Vocabulary

Sequence

A series of movements performed one after another in a specific order

Unison

Performing movements at exactly the same time as your partner

Canon

Performing movements one after the other, like a follow-the-leader

Start Shape

The beginning position that shows your sequence is about to begin

End Shape

The finishing position that shows your sequence is complete

Muscle Tension

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

Can hold shapes for three seconds consistently

Collaborates effectively with partner

Demonstrates clear difference between unison and canon

Transfers sequences safely to apparatus

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