Lesson 6 - Partner Sequences with Rolling and Balancing
Foundation Body Shapes and Rolling Control
•Year 1
•Gymnastics
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How can we create exciting gymnastics sequences with a partner using different body shapes?
Learning Objectives
- Perform a sequence of moves with a partner using curled, long and narrow shapes
- Work cooperatively to agree and practise partner sequences
- Demonstrate physical confidence when performing gymnastics movements
Key Outcomes
- Students will create and perform a partner sequence incorporating different body shapes
- Students will show improved coordination and control in gymnastics movements
- Students will demonstrate teamwork skills through partner collaboration
Equipment & Resources Required
10 in circle formation, 4 different colours for conclusion
Alternative: Markers, spots, or playground cones
Central pile for 'dinosaur eggs' game
Alternative: Small balls, foam shapes, or soft toys
Set up 4-6 apparatus stations around hall
Alternative: Chairs, cushions, ropes for basic apparatus
For timing apparatus setup challenges
Alternative: Phone timer or clock with second hand
For assessment evidence and feedback
Alternative: Phone camera for recording
Key Vocabulary
A series of movements performed one after another
Body tucked up like a ball with knees to chest
Body stretched out tall or lying flat like a pencil
Body squeezed together making yourself as thin as possible
Working together with another person to create movements
Feeling brave and sure about your body movements
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body shapes (curled, straight, star)
- Simple rolling movements (log roll, egg roll)
- Basic balancing on different body parts
- Following simple movement instructions
Current Skills
- Partner cooperation and communication
- Sequence creation and performance
- Narrow, curled and long shape control
- Apparatus work with confidence
Next Steps
- More complex partner sequences
- Advanced rolling techniques
- Group sequence work
- Performance with expression
Milestone Indicators
Key Teaching Points
- Partner cooperation is as important as individual skill development
- Shape quality matters more than complex movements or speed
- Physical confidence builds through positive encouragement and success
- Safety awareness must be maintained throughout apparatus work
- Peer assessment develops observation skills and builds community
- Apparatus challenges should progress gradually from simple to complex
- Self-reflection helps children understand their own learning progress
Common Misconceptions
- Misconception: Partner work means copying exactly what your partner does. Reality: Partners can perform different movements that complement each other
- Misconception: Curled shapes just mean sitting in a ball. Reality: Curled shapes can be dynamic and used in rolling and moving
- Misconception: Apparatus work is only about getting to the end. Reality: The quality of movement and shapes on apparatus is most important
- Misconception: Fast movement shows better skill. Reality: Controlled, deliberate movement demonstrates true physical competence
- Misconception: Only 'perfect' performances should be shared. Reality: Good effort and improvement should always be celebrated
SEN Adaptations
ADHD
- Shorter sequence segments, regular movement breaks, clear boundaries and rules
dyspraxia
- Simplified shapes initially, extra practice time, break down sequences into smaller parts
autism spectrum
- Clear sequence structure, visual timetable of activities, quiet space available for breaks
visual impairment
- Use bright coloured equipment, verbal descriptions of all shapes, buddy system for apparatus work
hearing impairment
- Visual demonstrations of all shapes, hand signals for sequence timing, written instruction cards
physical disability
- Adapted shapes from seated or supported positions, modified apparatus heights, alternative movements
Cross-Curricular Links
English
Following instructions, descriptive vocabulary for shapes and movements
Maths
Counting sequences, ordering movements first to last, spatial awareness and direction
Science
Forces and movement, balance and gravity, body systems during exercise
Art
Body shapes creating visual patterns, creative expression through movement
PSHE
Cooperation and teamwork, giving and receiving feedback, building confidence
Teacher Guidance
Positioning
Move continuously around space to observe all pairs and apparatus stations
Observation Focus
Watch for shape quality, partner cooperation, and physical confidence indicators
Intervention Points
Step in if unsafe apparatus use, poor partner cooperation, or lack of engagement
Demonstration Notes
Use clear, exaggerated shapes for visibility. Demonstrate partner cooperation and communication
Verbal Cues
- •'Show me your strongest curled shape!'
- •'Talk together about your next movement'
- •'Remember to move with control'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium (minimum 10m x 15m) with additional space for apparatus
Surface Check
Non-slip surface free from obstacles, checked for hazards before lesson
Equipment Safety
Safety Checks
- •All apparatus checked for stability and secure positioning
- •Mats properly positioned for safe landing areas
- •Bean bags and cones inspected for damage
Risk Management
Key Risks
- •Collisions during partner work and apparatus activities
- •Falls from apparatus or during rolling movements
- •Equipment handling injuries during setup and pack-away
Risk Mitigation
- •Clear personal space boundaries established and maintained
- •Apparatus work supervised with safety rules reinforced
- •Controlled equipment handling with pair carrying system
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all apparatus stations
- •Monitor partner work for safe cooperation
- •Ensure proper equipment handling techniques
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid, contact emergency services if required