Lesson 2 - Partner Sequences
Partner Sequence Creation
•Year 3
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we move together as one unified team to create beautiful gymnastics sequences?
Learning Objectives
- To be able to match a partner in a sequence with increasing precision
- To adapt travelling and balancing movements to suit different types of apparatus
- To demonstrate unison movement with control and coordination
Key Outcomes
- Students will create and perform a 5-part sequence with a partner
- Students will use apparatus safely to enhance their sequences
- Students will provide constructive feedback using gymnastics terminology
Equipment & Resources Required
Spread evenly around hall with safe spacing between each mat
Alternative: Yoga mats, carpet squares for balance work
Position against walls when not in use, check stability before use
Alternative: Low benches, balance beams, or sturdy platforms
Secure hooks in place, check for stability and splinters
Alternative: Agility planks, low beams
Ensure all legs are fully extended and locked
Alternative: A-frame supports, low vaulting boxes
Key Vocabulary
Performing the same action at the same time and moving in the same direction
A series of movements linked together with a clear beginning, middle and end
Equipment used to enhance gymnastics movements such as benches, tables, and mats
The height at which movements are performed - high (standing/jumping), medium (crouching), low (lying/rolling)
Controlled tightness in muscles to maintain shapes and positions
The movement that connects one action to the next in a sequence
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic travelling movements (walk, run, skip, hop)
- Simple balance shapes on floor
- Understanding of high, medium, and low levels
Current Skills
- Partner matching and unison movement
- Linking travelling and balancing movements
- Using apparatus to enhance sequences
Next Steps
- Partner counter-balance techniques
- Group sequences with 3-4 students
- Advanced apparatus work including vaulting
Milestone Indicators
Key Teaching Points
- Partner unison requires constant visual contact and communication
- Quality of movement is more important than complexity
- Apparatus enhances but should not dominate sequences
- Clear starting and finishing positions frame sequences effectively
- Respectful observation builds confidence and learning
- Level changes add visual interest and challenge to sequences
- Safe apparatus handling is a shared responsibility
Common Misconceptions
- Unison means doing exactly the same movement - partners can adapt while maintaining timing
- More complex movements make better sequences - simple movements performed well are more effective
- Apparatus must be used by both partners identically - creative differences enhance sequences
- Faster sequences are more impressive - controlled, flowing sequences show better skill
- Performance is only for the most confident - everyone benefits from sharing their work
SEN Adaptations
ADHD
- Short practice segments, frequent activity changes, clear boundaries for working areas, movement breaks between instructions
dyspraxia
- Simplified sequences initially, extra practice time, visual demonstration of each movement, break complex movements into smaller parts
autism spectrum
- Clear sequence structure, visual sequence cards, predictable routine, quiet practice areas available, advance notice of performance expectations
visual impairment
- Use verbal cues for timing, tactile guidance for apparatus layout, buddy support for spatial awareness, bright coloured equipment where possible
hearing impairment
- Visual timing signals, demonstrate all instructions, written sequence cards, partner provides visual cues for rhythm
physical disability
- Seated sequences possible, modified apparatus heights, adaptive movements maintaining partnership principle, wheelchair-accessible apparatus options
Cross-Curricular Links
English
Descriptive vocabulary for movements, following and giving instructions, presenting feedback clearly, storytelling through movement
Maths
Counting beats for timing, recognising geometric shapes in balances, measuring distances for apparatus spacing, angles in body positions
Science
Understanding forces and balance, gravity effects on movement, muscle tension and control, leverage principles with apparatus
Art
Creating shapes and lines with body, composition and flow in sequences, levels and spatial awareness, aesthetic appreciation of movement
Teacher Guidance
Positioning
Move around perimeter to observe all pairs, position centrally during demonstrations
Observation Focus
Partner timing and unison, safe apparatus use, quality of movement control
Intervention Points
Step in when partnerships break down, apparatus becomes unsafe, or students attempt movements beyond capability
Demonstration Notes
Use teaching assistant or confident student pair for demonstrations, emphasise key teaching points through exaggerated movements
Verbal Cues
- •'Mirror your partner's movements'
- •'Same time, same direction'
- •'Hold that shape steady'
- •'Check your apparatus is stable'
Safety Considerations
Space & Surface Requirements
Space Requirements
School hall minimum 15m x 10m with apparatus storage areas
Surface Check
Clean, dry, non-slip floor surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned for safe landing areas
- •No more than 2 students per piece of apparatus
- •Apparatus carried correctly using proper lifting technique
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between pairs during travelling
- •Apparatus instability or incorrect setup
- •Overconfidence leading to dangerous movements
Risk Mitigation
- •Clear boundaries established for each working area
- •Supervised apparatus setup and checking
- •Progressive skill building from floor to apparatus
- •Constant reminder of safety rules and partner responsibility
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all apparatus simultaneously
- •Monitor partner communication and support
- •Watch for signs of fatigue or loss of control
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, ensure other students remain seated and calm