Partner Sequence Creation
•Year 3
•Gymnastics
•One hoop per pair, stored safely at side of mats when not in use
Alternative: Skipping ropes, bean bags for modified activities
Spread evenly around teaching area with safe spacing for movement between them
Alternative: Carpet tiles or designated floor spaces if mats unavailable
To mark boundaries and safe areas around mats
Alternative: Spots or chalk marks
A balance performed on small body parts like hands, feet, or head
A balance performed on large body parts like back, side, or stomach
Keeping muscles tight and controlled to maintain good shape and balance
Moving smoothly from one action to another without stopping
A series of gymnastics movements performed one after another
Movements that are different from each other (high/low, fast/slow, curved/straight)
Movements that are the same or similar between partners
Understanding where pupils are coming from and where they're going
Developing vocabulary through gymnastics terminology, communication skills during planning, listening skills during partner work
Counting sequences, timing activities, spatial awareness and geometry through movement patterns, symmetrical and asymmetrical shapes in balances
Understanding forces and motion through jumping and rolling, balance and gravity in gymnastics positions, body systems during physical activity
Creating and composing sequences, understanding of flow and rhythm, appreciation of movement as creative expression
Collaboration skills, negotiation and compromise, giving and receiving constructive feedback, building self-confidence through performance
Central position with clear sight lines to all pairs, move to perimeter during performances for better viewing angles
Monitor safe equipment use, quality of gymnastics actions, effective partner collaboration, and inclusion of all required sequence elements
Step in if unsafe practices observed, if partners struggling with collaboration, or if students need support with sequence planning
Use clear, exaggerated movements for visibility. Demonstrate both correct technique and common mistakes. Model positive partnership language and behaviour throughout lesson.
Minimum 20m x 15m hall with non-slip surface, adequate height for jumping movements
Even, non-slip floor free from obstacles, mats positioned securely and flat
Stop activity immediately, assess injury, provide appropriate first aid, contact office if medical attention required
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