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Lesson 6 - Creating Sequences

Partner Sequence Creation

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Year 3

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Gymnastics

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45 min

Big Question

How can we make our gymnastic sequences more interesting and visually appealing through matching and contrasting movements?

Learning Objectives

To create sequences with matching and contrasting actions and shapes
To work cooperatively with a partner to plan and perform gymnastic sequences
To understand the difference between matching and contrasting movements

Key Outcomes

Students will demonstrate the ability to plan and perform sequences using both matching and contrasting actions
Students will show improved balance and control in their gymnastic movements
Students will work effectively with partners to create visually interesting sequences

Equipment & Resources Required

Gymnastics Mats

15 (1 per 2 students)

Distribute mats evenly around the space with clear pathways between them

Alternative: Exercise mats, yoga mats, or marked floor spaces

Key Vocabulary

Sequence

A series of movements performed one after another in a planned order

Matching

When partners perform exactly the same action and shape at the same time

Contrasting

When partners perform the same action but with different shapes or variations

Body tension

Making muscles tight and strong to create clear, controlled shapes

Balance

Holding a still position steadily without wobbling or falling

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic gymnastic actions (rolls, jumps, balances)
Understanding of different body shapes (tuck, star, straight)
Ability to work cooperatively with a partner

Current Skills

Creating sequences with matching and contrasting elements
Planning and discussing movement sequences with partners
Performing gymnastic actions with improved control and body tension

Next Steps

Creating longer, more complex sequences
Incorporating apparatus into sequence work
Developing group sequences with multiple partners

Milestone Indicators

Students can demonstrate clear difference between matching and contrasting shapes

Sequences show planning and consideration rather than random movements

Students can perform with confidence and minimal verbal communication during performance

Key Teaching Points

Emphasise the difference between matching (identical) and contrasting (different shapes, same action) throughout the lesson
Focus on quality of body tension and shape clarity rather than speed or complexity
Encourage thorough planning and discussion between partners before performance
Connect confident performance to improved quality and audience engagement
Use the warm-up shapes as building blocks for contrasting elements in sequences
Ensure safety priority during all rolling activities with proper head and neck position
Build from simple matching sequences to more complex contrasting variations systematically

Common Misconceptions

Students think contrasting means completely different actions rather than same action with different shapes
Believing that faster performance is better rather than focusing on control and quality
Assuming that complex shapes are always better than simple, well-executed shapes
Thinking that matching means copying after watching rather than synchronised performance
Misconception that feedback must be critical rather than constructive and encouraging

SEN Adaptations

ADHD

Shorter activity segments, clear boundaries marked, regular movement breaks, fidget tools available during reflection time

dyspraxia

Slower demonstrations, break down complex movements, visual cues and prompts, extra practice time for coordination development

autism spectrum

Clear visual schedule of activities, quiet space available if overwhelmed, consistent routines, extra processing time for instructions

visual impairment

Use tactile demonstrations, verbal descriptions of shapes, partner guidance for spatial awareness, textured mats for orientation

hearing impairment

Visual demonstrations, hand signals for stop/go, written instruction cards, vibrotactile cues for timing

physical disability

Seated variations of all movements, adapted balance challenges, modified rolling using slopes or wedges, wheelchair-accessible alternatives

Cross-Curricular Links

English

Following instructions, using descriptive vocabulary for movement, verbal communication and discussion skills

Maths

Counting sequences of movements, understanding patterns and sequences, spatial awareness and geometry through body shapes

Science

Body systems during exercise, forces and balance, understanding muscle tension and relaxation

PSHE

Cooperation and teamwork, building confidence, giving and receiving feedback positively

Teacher Guidance

Positioning

Move around perimeter for clear sightlines to all students, positioning near mat groups during rolling activities for close supervision

Observation Focus

Watch for quality of body tension, safe rolling technique, partner cooperation, and sequence planning discussions

Intervention Points

Step in if unsafe techniques observed, if pairs struggling with cooperation, or if sequence planning needs guidance

Demonstration Notes

Use students as volunteers when possible to maintain engagement, always demonstrate safety points clearly, exaggerate movements for visibility

Verbal Cues

•'Strong body tension!'
•'Hold that balance for 5 seconds!'
•'Plan together before you perform!'
•'Show me clear contrasting shapes!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 12m clear space with mats distributed safely, 2-3m gaps between mats for movement

Surface Check

Level, non-slip surface free from obstacles, mats checked for wear and secure positioning

Equipment Safety

Safety Checks

•Mats inspected for tears, curled edges, or damage before use
•Mats placed flat with no overlapping or gaps that could cause tripping
•15 mats maximum for class of 30 to ensure adequate space per pair

Risk Management

Key Risks

•Collisions during movement around mats
•Falls during balance attempts
•Neck/head injury during rolling
•Overconfidence leading to unsafe attempts

Risk Mitigation

•Clear movement pathways established around mats
•Gradual progression from simple to complex movements
•Emphasis on controlled, quality movements over speed
•Partner supervision during all activities

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all pairs during activities
•Circulate to monitor rolling technique and mat safety
•Watch for signs of fatigue affecting control and safety
•Ensure adequate space maintained between working pairs

Emergency Procedures

Stop activity immediately for any injury, assess severity, provide appropriate first aid, contact emergency services if required