Lesson 8 - Sequence Building with Apparatus
Movement Stories
•Year 2
•Gymnastics
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How can we combine different gymnastic actions to tell a movement story using apparatus?
Learning Objectives
- To link gymnastic actions together to create a short sequence using apparatus
- To demonstrate control and balance when performing basic gymnastic movements
- To use different levels, directions and shapes to make sequences interesting
Key Outcomes
- Students will perform a 4-5 action sequence with apparatus showing clear start and finish positions
- Students will demonstrate improved control and balance in basic gymnastic actions
- Students will use levels and directions to enhance the visual appeal of their sequences
Equipment & Resources Required
Place at each station and under/around apparatus for safety
Alternative: Yoga mats, crash mats for safety areas
Position securely with mats alongside for safety
Alternative: Low balance beams, sturdy planks
Lay flat on floor or hold vertically for different challenges
Alternative: Rope circles, marked floor spaces
Ensure stable placement with thick mats for landing
Alternative: Sturdy boxes, platforms
Check stability and provide clear landing areas
Alternative: A-frame supports, climbing frames
Mark station boundaries and safe movement areas
Alternative: Bean bags, rope markers
Key Vocabulary
A series of gymnastic actions linked together in order
Equipment used in gymnastics such as benches, mats, hoops and tables
Keeping muscles tight and engaged to maintain control and shape
The height at which actions are performed - high, medium, low
The way we move through space - forwards, backwards, sideways
Body bent at hips with straight legs, like folding in half
Legs wide apart to the sides with straight legs
Knees pulled up to chest making a small ball shape
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastic actions: rolls, jumps, balances, travelling movements
- Understanding of different body shapes (pike, straddle, tuck)
- Experience with individual apparatus work
Current Skills
- Linking actions together in sequence
- Planning and repeating movements
- Using apparatus creatively and safely
- Incorporating levels and directions
Next Steps
- Creating longer, more complex sequences
- Partner and group sequence work
- Advanced apparatus combinations
- Performance and evaluation skills
Milestone Indicators
Key Teaching Points
- Sequence building requires planning before performing - encourage mental rehearsal
- Quality of movement is more important than complexity - focus on control and body tension
- Apparatus safety must be checked continuously throughout the lesson
- Clear start and finish positions frame sequences and teach performance skills
- Levels and directions add visual interest and challenge coordination
- Peer observation and feedback develop analysis and evaluation skills
- Creative expression should be celebrated alongside technical achievement
Common Misconceptions
- Sequences must be difficult to be good - clarify that control and creativity matter more than complexity
- Everyone's sequence should look the same - emphasise individual creativity and choice
- Apparatus use means risky behaviour is acceptable - reinforce safety as the top priority
- Start and finish positions are just for show - explain their importance for performance structure
- Only some students are 'good at gymnastics' - highlight that everyone can create and improve sequences
SEN Adaptations
ADHD
- Shorter sequence challenges, regular movement breaks, clear role definitions in groups
dyspraxia
- Step-by-step sequence building, additional practice time, larger apparatus for easier use
autism spectrum
- Clear visual sequence cards, predictable structure, quiet spaces available for breaks
visual impairment
- Tactile exploration of apparatus, verbal descriptions of sequences, buddy system for guidance
hearing impairment
- Visual demonstrations, written instruction cards, hand signals for performance cues
physical disability
- Modified apparatus heights, floor-based sequences, adapted equipment as needed
Cross-Curricular Links
English
Sequence vocabulary, descriptive language for movement, following and giving instructions, presentation skills
Science
Forces in gymnastics (push, pull, gravity), body systems during exercise, balance and centre of gravity, muscle groups and movement
PSHE
Perseverance and resilience, supporting others, managing performance nerves, celebrating individual differences
Teacher Guidance
Positioning
Circulate around apparatus stations for maximum visibility, position centrally during demonstrations
Observation Focus
Watch for apparatus safety, sequence quality, and student engagement levels
Intervention Points
Step in for safety concerns, support struggling students, enhance creative thinking
Demonstration Notes
Use students to demonstrate good examples, show apparatus safety, model reflection thinking
Verbal Cues
- •'Strong shapes!'
- •'Control the movement!'
- •'Plan before you move!'
- •'Make it smooth!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium minimum 15m x 20m with high ceiling for apparatus
Surface Check
Non-slip surface free from obstacles, adequate matting around all apparatus
Equipment Safety
Safety Checks
- •Check all apparatus stability before use
- •Ensure adequate matting around and under apparatus
- •Verify weight limits and safe usage guidelines
- •Check for wear, damage or loose fittings
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions with apparatus or other students
- •Trapped fingers or limbs
- •Overconfidence leading to risky attempts
Risk Mitigation
- •Clear apparatus setup and safety briefing
- •Adequate supervision and spotting when needed
- •Progressive skill building before apparatus use
- •Clear boundaries and group size limits
- •Emergency stop signal established
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all apparatus
- •Circulate regularly to check apparatus stability
- •Monitor student fatigue and concentration levels
- •Watch for overcrowding at popular stations
Emergency Procedures
Stop signal halts all activity immediately, first aid kit accessible, clear evacuation routes maintained