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Lesson 5 - Partner Formations

Spinning & Partner Sequences

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Year 3

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Gymnastics

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Big Question

How can we work together to create perfect synchronized movement sequences?

Learning Objectives

To perform gymnastics movements in different formations with a partner
To work in unison and synchrony with others
To evaluate others' performances using correct technical language

Key Outcomes

Students will demonstrate asymmetrical and symmetrical balances in various formations
Students will perform synchronized sequences showing control and timing
Students will use technical vocabulary to assess and improve performances

Equipment & Resources Required

Gymnastics Mats

6 stations (benches, boxes, ropes, wall bars)

Spread evenly around apparatus stations

Alternative: Exercise mats or carpet tiles

Coloured Bibs

8 bibs (2 colours)

Ready to distribute for warm-up game

Alternative: Different coloured bands or sashes

Stopwatch

For timing apparatus setup and sequences

Alternative: Phone timer or wall clock

Digital Cameras

For recording peer assessments and evidence

Alternative: Phone with video capability

Key Vocabulary

Formation

The arrangement or pattern that gymnasts make when performing together

Synchrony

Moving at exactly the same time as your partner

Symmetrical

When both sides of the body make the same shape

Asymmetrical

When both sides of the body make different shapes

Mirroring

Copying your partner's movements as if you are looking in a mirror

Adjacent

Side by side, next to each other

Sequence

A series of movements performed one after another in order

Skill Progression Pathway

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

Prior Learning

Basic individual balances on different body parts
Simple rolling and spinning movements
Understanding of gymnastics safety rules

Current Skills

Partner work in various formations
Synchronised movement with timing
Technical vocabulary for evaluation

Next Steps

Complex group formations and sequences
Advanced apparatus work in teams
Choreographed gymnastics routines

Milestone Indicators

Consistent timing with partner throughout sequence

Smooth transitions between different formations

Accurate use of technical terms when evaluating

Key Teaching Points

Synchronisation requires clear communication and agreed timing signals between partners
Asymmetrical movements have different shapes on each side of the body, symmetrical movements match
Technical vocabulary should be used consistently when giving feedback to develop analysis skills
Formations (adjacent, mirroring) change how partners relate spatially but maintain cooperation
Safety rules during apparatus work are non-negotiable and must be reinforced constantly
Peer assessment develops both observation skills and technical language usage
Smooth transitions between movements require planning and controlled execution

Common Misconceptions

Misconception: Asymmetrical means unbalanced or wobbly. Correction: Asymmetrical means different shapes on each side but still controlled and stable
Misconception: Synchrony means exactly copying your partner. Correction: Synchrony means timing together, but movements can be different in asymmetrical work
Misconception: Technical language is only for teachers. Correction: Using proper vocabulary helps students understand and improve their own performance
Misconception: Apparatus work is just about getting on and off equipment. Correction: Apparatus provides opportunities to develop specific movement qualities
Misconception: Feedback should focus on what's wrong. Correction: Best feedback combines positive observations with specific suggestions for improvement

SEN Adaptations

ADHD

Frequent position changes, clear boundaries for apparatus work, regular positive reinforcement for following safety rules

dyspraxia

Extra practice time for coordination, simplified sequences initially, visual cues for movement patterns

autism spectrum

Clear visual schedule of lesson structure, quiet space available if overwhelmed, predictable routines for apparatus work

visual impairment

Use verbal descriptions of formations, physical guidance for positions, partner with sighted buddy for apparatus work

hearing impairment

Visual demonstrations for all instructions, use visual timing signals, written formation diagrams available

physical disability

Modify balances for seated or supported positions, adapt apparatus height, focus on achievable movements

Cross-Curricular Links

English

Technical vocabulary development, giving constructive feedback, following and giving instructions

Maths

Counting beats for timing, symmetry and asymmetry concepts, patterns in sequences, time measurement

Science

Body parts and movement, forces and balance, coordination and control systems

Art

Symmetrical and asymmetrical design principles, creating patterns with body shapes

PSHE

Cooperation and partnership, giving and receiving feedback positively, perseverance and resilience

Teacher Guidance

Positioning

Circulate actively to observe all pairs, position centrally during demonstrations for maximum visibility

Observation Focus

Watch for synchronisation quality, appropriate use of technical vocabulary, safe apparatus work

Intervention Points

Step in immediately for unsafe apparatus use, support pairs struggling with timing, model technical vocabulary usage

Demonstration Notes

Use student volunteers for formations, exaggerate asymmetrical shapes for clarity, model peer feedback language explicitly

Verbal Cues

•'Together on 3... 1, 2, 3!'
•'Remember to use our technical words!'
•'Safety first - controlled movements only!'
•'What formation are you using?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall space minimum 15m x 20m for apparatus work and partner activities

Surface Check

Non-slip surface essential, check for wet areas or obstacles before apparatus setup

Equipment Safety

Safety Checks

•Check all apparatus is correctly assembled and secure
•Ensure mats are positioned correctly under apparatus
•Verify adequate spacing between apparatus stations
•Check bibs have no sharp edges or broken fastenings

Risk Management

Key Risks

•Falls from apparatus
•Collisions between partners during sequences
•Improper lifting during apparatus setup
•Loss of balance during asymmetrical positions

Risk Mitigation

•Progressive skill building from floor to apparatus
•Clear safety rules reinforced throughout
•Adult supervision during all apparatus work
•Adequate spacing maintained between working pairs
•Proper lifting techniques demonstrated and enforced

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all apparatus stations
•Circulate constantly during apparatus work
•Monitor partner interactions for safety and cooperation
•Be near apparatus during setup and pack away

Emergency Procedures

Immediate stop signal established, first aid kit accessible, clear pathway to exit maintained