Lesson 5 - Partner Unison & Actions
Contrasting Movements
•Year 3
•Gymnastics
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How can we work together to create gymnastics sequences that show both unity and contrast?
Learning Objectives
- To perform gymnastics actions in unison with a partner
- To create sequences using contrasting shapes and actions
- To identify and demonstrate strength actions in gymnastics sequences
Key Outcomes
- Students will perform synchronised movements with a partner
- Students will create sequences combining unison and contrasting elements
- Students will recognise and explain where strength is used in their performances
Equipment & Resources Required
Spread mats around hall with 2m spacing between each
Alternative: Yoga mats, carpet squares
Display around the room for reference
Alternative: Printed images of shapes, demonstration posters
Central position for clear audio throughout hall
Alternative: Phone with speaker, tablet
Ready for quick tagger identification
Alternative: Coloured scarves, bean bags to hold
Key Vocabulary
Performing the same movement at exactly the same time as your partner
Showing different shapes or actions that are opposite or very different
Moving at the same speed and timing as your partner
Tightening muscles to hold strong, controlled positions
Balancing on shoulders with legs in the air
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can perform basic gymnastics shapes
- Students understand the concept of working with a partner
- Students can identify simple body positions
Current Skills
- Working in unison with a partner
- Creating contrasting actions within sequences
- Recognising strength requirements in gymnastics
Next Steps
- Developing more complex partner sequences
- Adding apparatus work to partner routines
- Creating group performances with multiple partners
Milestone Indicators
Key Teaching Points
- Unison means exactly the same time - use counting to help timing
- Contrasting shapes should be clearly different from each other
- Body tension is essential for strong, held positions
- Safety first in all strength activities, especially shoulder stands
- Partner work requires patience, communication and encouragement
- Strength is needed in gymnastics for balance and control
- Practice makes perfect - keep trying even when timing is difficult
Common Misconceptions
- That unison just means 'doing the same thing' (timing is crucial)
- That contrasting means completely opposite (similar themes can still contrast)
- That strength is only needed for 'hard' moves (needed for all gymnastics)
- That shoulder stands are easy (they require significant core strength)
- That partner work should be effortless (it takes practice and patience)
SEN Adaptations
ADHD
- Shorter activity segments, clear start/stop signals, regular movement breaks, specific role assignments
dyspraxia
- Extra practice time for coordination, simplified movement patterns, visual cues for positioning, patient partner pairing
autism spectrum
- Clear routine structure, visual schedule of activities, quiet corner available if overwhelmed, consistent partner pairings
visual impairment
- Use tactile shape cards, clear verbal descriptions of all movements, partner provides gentle physical guidance for positioning
hearing impairment
- Visual demonstrations for all instructions, clear hand signals for timing, written instruction cards available
physical disability
- Adapted positions for all activities (e.g., seated versions), alternative to shoulder stand, modified jumping activities
Cross-Curricular Links
English
Following instructions carefully, using descriptive vocabulary, giving constructive feedback to others
Science
Forces and balance in gymnastics positions, muscle groups and strength, coordination and the nervous system
Art
Body shapes creating visual patterns, composition and contrast in sequences, aesthetic appreciation of movement
Teacher Guidance
Positioning
Move around the hall to observe all pairs, position near pairs needing support during strength activities
Observation Focus
Watch for timing coordination, shape clarity, safe technique in shoulder stands, and positive partner interaction
Intervention Points
Step in if timing is consistently poor, if safety is compromised, or if pairs become frustrated
Demonstration Notes
Use a confident student as partner for demonstrations, exaggerate movements for clarity, always show safety first
Verbal Cues
- •'Together on 3!'
- •'Strong muscles!'
- •'Look at your partner!'
- •'Different shapes!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m hall space, clear of obstacles
Surface Check
Clean, dry hall floor suitable for gymnastics activities
Equipment Safety
Safety Checks
- •Check mats are clean and lie flat
- •Ensure no tears or damage in mats
- •Shape cards securely displayed and not creating trip hazards
Risk Management
Key Risks
- •Collisions during tag game and partner work
- •Unsafe shoulder stand technique
- •Falls during jumping activities
- •Inadequate spacing between pairs
Risk Mitigation
- •Clear boundaries established for all activities
- •Adequate spacing maintained between pairs throughout
- •Progressive skill building from simple to complex
- •Constant supervision of shoulder stand technique
- •Gentle tagging rule enforced during warm-up
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all pairs
- •Pay particular attention to shoulder stand activities
- •Monitor energy levels and adjust accordingly
- •Watch for signs of fatigue affecting safety
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact office if needed