Lesson 8 - Partner Sequences with Equipment
Partner Sequence Creation
•Year 3
•Gymnastics
•Start Planning Better PE Lessons
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How can we create gymnastics sequences that flow smoothly and use equipment creatively with a partner?
Learning Objectives
- To create a partner sequence incorporating gymnastics equipment effectively
- To demonstrate how actions can flow smoothly from one to another
- To adapt movement sequences to suit different types of apparatus
Key Outcomes
- Students will create a partner sequence using hoops that demonstrates clear flow between movements
- Students will show adaptation skills when working with different equipment
- Students will demonstrate effective collaboration and negotiation skills with their partner
Equipment & Resources Required
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
Key Vocabulary
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
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastics actions (balances, rolls, jumps, travelling)
- Understanding of body tension and control
- Experience working with hoops in individual sequences
- Basic partner work and turn-taking
Current Skills
- Creating partner sequences with equipment
- Adapting movements to incorporate apparatus
- Planning and negotiating sequence content with a partner
- Demonstrating flow between different gymnastics actions
Next Steps
- More complex partner sequences with multiple pieces of equipment
- Partner sequences with synchronized movements
- Creating group sequences
- Advanced apparatus work with benches and boxes
Milestone Indicators
Key Teaching Points
- Partner collaboration and effective communication are as important as physical skills
- Quality of movement and strong body tension should be emphasised over complex actions
- Safe equipment use and spatial awareness must be maintained throughout the lesson
- All four gymnastics actions (balance, jump, roll, travel) must be included in sequences
- Flow and smooth transitions between movements enhance sequence quality
- Positive feedback and encouragement support learning and confidence building
- Reflection on the collaboration process develops important life skills
Common Misconceptions
- Point and patch balances are the same - clarify that point uses small body parts, patch uses large body parts
- Gymnastics sequences should be as complex as possible - emphasise quality and flow over complexity
- Partner work means doing exactly the same movements - explain matching vs contrasting and individual contributions
- Equipment must be used continuously - show that strategic incorporation is more effective than constant use
- Faster movements are better - reinforce that control and quality are more important than speed
SEN Adaptations
ADHD
- Clear boundaries and expectations, frequent movement breaks built into activities, visual reminders of rules, positive reinforcement system
dyspraxia
- Simplified movement patterns, extra practice time, step-by-step movement breakdown, visual cues for positioning, modified equipment if needed
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if needed, predictable sequence of events, advance warning of transitions
visual impairment
- Use bright coloured hoops, clear verbal descriptions of movements, buddy system for navigation, tactile guidance for positioning
hearing impairment
- Visual demonstrations with exaggerated movements, written instructions on board, hand signals for key commands, visual feedback cards
physical disability
- Adapted equipment (larger hoops, softer landing surfaces), modified movements (seated balances, wheelchair-accessible activities), partner support
Cross-Curricular Links
English
Developing vocabulary through gymnastics terminology, communication skills during planning, listening skills during partner work
Maths
Counting sequences, timing activities, spatial awareness and geometry through movement patterns, symmetrical and asymmetrical shapes in balances
Science
Understanding forces and motion through jumping and rolling, balance and gravity in gymnastics positions, body systems during physical activity
Art
Creating and composing sequences, understanding of flow and rhythm, appreciation of movement as creative expression
PSHE
Collaboration skills, negotiation and compromise, giving and receiving constructive feedback, building self-confidence through performance
Teacher Guidance
Positioning
Central position with clear sight lines to all pairs, move to perimeter during performances for better viewing angles
Observation Focus
Monitor safe equipment use, quality of gymnastics actions, effective partner collaboration, and inclusion of all required sequence elements
Intervention Points
Step in if unsafe practices observed, if partners struggling with collaboration, or if students need support with sequence planning
Demonstration Notes
Use clear, exaggerated movements for visibility. Demonstrate both correct technique and common mistakes. Model positive partnership language and behaviour throughout lesson.
Verbal Cues
- •'Strong body tension!'
- •'Smooth transitions!'
- •'Work together!'
- •'Quality over speed!'
- •'Include your hoop!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m hall with non-slip surface, adequate height for jumping movements
Surface Check
Even, non-slip floor free from obstacles, mats positioned securely and flat
Equipment Safety
Safety Checks
- •Hoops checked for cracks, sharp edges or damage before use
- •Mats positioned with adequate spacing and secure placement
- •Equipment stored safely when not in use to prevent trip hazards
Risk Management
Key Risks
- •Collisions between students during movement activities
- •Falls during balancing or jumping movements
- •Equipment-related injuries from hoops or mats
- •Overexertion during sequence practice
Risk Mitigation
- •Clear boundaries established for movement areas
- •Adequate spacing maintained between working pairs
- •Progressive skill building from simple to complex movements
- •Emphasis on controlled movements and safe landing techniques
- •Regular safety reminders about equipment use and spatial awareness
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all working pairs
- •Monitor equipment use and safe sharing practices
- •Intervene quickly if unsafe practices observed
- •Check mat positioning remains secure throughout lesson
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact office if medical attention required