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Lesson 6 - Sequences with Points & Patches

Body Awareness & Weight Transfer

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Year 3

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Gymnastics

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Big Question

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

Cones

6 sets

Placed at equal intervals along side of hall for warm-up course

Alternative: Hoops, bean bags, or chalk marks

Gymnastics Mats

12-15 mats

Available for apparatus stations and floor sequences

Alternative: Crash mats or yoga mats for floor work

Apparatus

6 stations

Varied heights and surfaces for different challenges

Alternative: Benches, low boxes, or improvised platforms

Coloured Cones

4 different colours

For assessment grouping at lesson end

Alternative: Coloured hoops or markers

Stopwatch

For timing apparatus setup challenge

Alternative: Phone timer or classroom clock

Digital Cameras

For filming sequences and assessment evidence

Alternative: Phone camera for recording

Key Vocabulary

Points and patches

Parts of the body used to support weight - points are small areas like hands/feet, patches are larger areas like back/stomach

Dynamics

The speed, force and energy used in movements - can be fast/slow, strong/gentle, explosive/sustained

Sequence

A series of connected movements performed one after another with smooth transitions

Transition

The movement that connects one balance or position to the next

Control

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

Holds 3-second balances consistently

Demonstrates smooth weight transfer between positions

Shows clear start, middle and end in sequences

Works confidently on all apparatus stations

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