Lesson 6 - Sequences with Points & Patches
Body Awareness & Weight Transfer
•Year 3
•Gymnastics
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How can we use different points and patches of our body to create flowing gymnastic sequences?
Learning Objectives
- To perform with control using a range of dynamics in gymnastic movements
- To receive and hold body weight through variety of points and patches in balance and motion
- To create and refine personal gymnastic sequences with clear start and finish positions
Key Outcomes
- Students will demonstrate controlled movements using different body parts for support
- Students will create a sequence showing smooth transitions between balances
- Students will show self-motivation and physical confidence in their performances
Equipment & Resources Required
Placed at equal intervals along side of hall for warm-up course
Alternative: Hoops, bean bags, or chalk marks
Available for apparatus stations and floor sequences
Alternative: Crash mats or yoga mats for floor work
Varied heights and surfaces for different challenges
Alternative: Benches, low boxes, or improvised platforms
For assessment grouping at lesson end
Alternative: Coloured hoops or markers
For timing apparatus setup challenge
Alternative: Phone timer or classroom clock
For filming sequences and assessment evidence
Alternative: Phone camera for recording
Key Vocabulary
Parts of the body used to support weight - points are small areas like hands/feet, patches are larger areas like back/stomach
The speed, force and energy used in movements - can be fast/slow, strong/gentle, explosive/sustained
A series of connected movements performed one after another with smooth transitions
The movement that connects one balance or position to the next
Being able to perform movements exactly as intended, with good technique and balance
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body shapes (straight, curved, wide, narrow)
- Simple balances on different body parts
- Safe movement around gymnasium space
- Basic rolling techniques
Current Skills
- Combining balances into flowing sequences
- Using points and patches effectively for weight bearing
- Controlling dynamics in movement
- Creating interesting transitions between positions
Next Steps
- Developing partner sequences and group work
- Advanced apparatus work with height and rotation
- Competitive gymnastics elements
- Creating themed sequences with narrative
Milestone Indicators
Key Teaching Points
- Points are small body parts (fingers, toes, elbows) - patches are large flat areas (back, side, front)
- Sequences need clear start and end positions that are held still for 3 seconds
- Dynamics means varying the speed, energy and level of movements for interest
- Smooth transitions between balances make sequences flow beautifully
- Safety on apparatus requires controlled movements and appropriate risk-taking
- Self-motivation means challenging yourself to improve while staying safe
- Cooperation during apparatus work helps everyone learn and stay safe
Common Misconceptions
- Children thinking all small body parts count as one 'point' - clarify each finger/toe is separate
- Believing faster movement is always better - emphasise control over speed
- Assuming apparatus work is just about getting high - focus on quality of movement
- Thinking sequences must include difficult moves - emphasise flow and control over complexity
- Believing patches are just lying down positions - show standing and sitting patch uses
SEN Adaptations
ADHD
- Shorter activity chunks with clear goals, regular movement breaks built in, clear boundaries and expectations, positive reinforcement
dyspraxia
- Simplified sequence requirements, extra practice time, visual cues for positions, larger apparatus for easier balance
autism spectrum
- Clear visual schedule of lesson sections, quiet area available if needed, consistent routine for apparatus setup, warning before transitions
visual impairment
- Tactile exploration of apparatus first, verbal descriptions of positions, buddy system for guidance, bright coloured equipment where possible
hearing impairment
- Visual demonstrations of all skills, hand signals for apparatus rules, written sequence cards, clear visual boundaries
physical disability
- Adapted apparatus heights, supported balances with aids, modified point/patch exploration, alternative roles in group activities
Cross-Curricular Links
Maths
Counting seconds for balance holds, measuring apparatus distances, understanding angles in body positions, timing sequences
Science
Forces and support - how body weight is distributed, understanding gravity in balances, muscle groups used in different positions
Art
Sequence creation as choreography, body shapes as artistic expression, dynamics as creative elements
PSHE
Self-confidence building, resilience through challenge, cooperation in apparatus setup, encouraging others
Teacher Guidance
Positioning
Move around space to observe all children, central position during demonstrations, close monitoring during apparatus work
Observation Focus
Watch for balance control, cooperative behaviours, understanding of points/patches concepts, safety awareness
Intervention Points
Step in if children attempting unsafe moves, provide support for struggling learners, redirect off-task behaviour
Demonstration Notes
Use exaggerated movements for clarity, demonstrate with confident child where appropriate, show common mistakes for learning
Verbal Cues
- •'Strong points for support!'
- •'Hold that balance for 3 seconds!'
- •'Show me smooth transitions!'
- •'Think about your dynamics!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full school hall or gymnasium, minimum 15m x 10m clear space
Surface Check
Clean, non-slip floor surface checked for hazards and cleaned before use
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Adequate matting around all apparatus stations
- •Cones and markers have no sharp edges or damage
- •Camera/recording equipment safely positioned
Risk Management
Key Risks
- •Falls during balance attempts on apparatus
- •Collisions during warm-up obstacle course
- •Overconfidence leading to unsafe attempts
- •Equipment handling during setup/pack away
Risk Mitigation
- •Progressive skill building from floor to apparatus
- •Clear space boundaries and rotation systems
- •Appropriate challenge levels matched to ability
- •Supervised apparatus setup with safety rules
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all apparatus stations
- •Monitor warm-up course for safe navigation
- •Watch for fatigue affecting judgement
- •Ensure proper apparatus carrying techniques
Emergency Procedures
Stop all activity immediately, assess injury, appropriate first aid response, contact school office if needed