Lesson 6 - Creating Sequences
Partner Sequence Creation
•Year 3
•Gymnastics
•Start Planning Better PE Lessons
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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
Distribute mats evenly around the space with clear pathways between them
Alternative: Exercise mats, yoga mats, or marked floor spaces
Key Vocabulary
A series of movements performed one after another in a planned order
When partners perform exactly the same action and shape at the same time
When partners perform the same action but with different shapes or variations
Making muscles tight and strong to create clear, controlled shapes
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
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