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Lesson 4 - Partner Forward Rolls

Spinning & Partner Sequences

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Year 3

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Gymnastics

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Big Question

How can working with a partner improve our gymnastic sequences and help us create amazing symmetrical and asymmetrical patterns?

Learning Objectives

To perform forward rolls with increasing control and precision
To create sequences combining symmetrical and asymmetrical rolls with a partner
To demonstrate effective partner work and peer assessment skills

Key Outcomes

Students will perform forward rolls with improved technique and control
Students will work collaboratively to create and perform partner sequences
Students will assess their own and peers' gymnastic performances accurately

Equipment & Resources Required

Gymnastics Mats

1 per pair (15 mats)

Distributed around hall with 2-metre spacing between each mat

Alternative: Yoga mats or carpet tiles for smaller spaces

Apparatus

6 stations (benches, low boxes, mats)

Set up in circuit format around the hall perimeter

Alternative: Tables, chairs, or playground equipment for outdoor sessions

Cones

20 markers

Used to define warm-up area boundaries

Alternative: Bean bags, hoops, or chalk marks

Video Device

1 per student

For capturing student demonstrations and assessment evidence

Alternative: Camera or observational recording sheets

Key Vocabulary

Forward roll

A gymnastic skill where you roll forward in a tucked position from standing to standing

Symmetrical

When both partners perform the same movement at the same time creating a mirror image

Asymmetrical

When partners perform different movements or the same movement at different times

Sequence

A series of connected gymnastic movements performed in order

Peer assessment

Watching a partner's performance and giving helpful feedback

Skill Progression Pathway

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

Prior Learning

Basic forward roll technique
Understanding of symmetrical and asymmetrical shapes
Basic partner work skills
Safe movement on apparatus

Current Skills

Refined forward roll technique
Partner sequence creation
Symmetrical and asymmetrical roll combinations
Peer assessment and feedback

Next Steps

Backward roll development
Complex partner balances
Travelling into and out of rolls
Partner counter-balance work

Milestone Indicators

Consistent forward roll landing on feet

Clear demonstration of symmetrical partner work

Smooth transitions between rolls in sequence

Constructive peer feedback given

Key Teaching Points

Forward roll safety - always roll on shoulders, never head or neck
Partner work requires communication, cooperation, and mutual support
Symmetrical means 'same together', asymmetrical means 'different or different timing'
Quality technique is more important than attempting advanced variations
Balance work requires focus, breathing control, and core engagement
Apparatus safety depends on proper setup, controlled movements, and awareness of others
Peer assessment should be specific, kind, and helpful for improvement

Common Misconceptions

Thinking forward rolls should go over the head - correct to emphasise shoulder roll
Believing symmetrical means 'same speed' rather than 'same movement at same time'
Assuming harder variations are always better - emphasise quality over complexity
Thinking balance is about not moving - teach that small adjustments help maintain balance
Believing criticism helps partners improve - model positive, constructive feedback language

SEN Adaptations

ADHD

Shorter activity segments, clear boundaries, regular movement breaks, specific focus points for attention

dyspraxia

Extra practice time, simplified sequences, visual cues for movement patterns, reduced complexity in multi-step tasks

autism spectrum

Clear structure with visual schedule, predictable partner arrangements, quiet space available if needed, explicit social skills support

visual impairment

Use verbal cues throughout, provide physical guidance for apparatus layout, buddy system for movement, tactile markers for mat boundaries

hearing impairment

Clear visual demonstrations, written instruction cards, hand signals for coaching, visual cues for sequence timing

physical disability

Modified rolling patterns, seated balance work, adapted apparatus height, wheelchair-accessible alternatives for movement patterns

Cross-Curricular Links

Maths

Counting rolls in sequences, measuring apparatus spacing, exploring symmetrical and asymmetrical patterns, timing sequence elements

Science

Understanding balance and forces, body systems during exercise, momentum and movement principles, coordination and control

Art

Creating visual patterns through movement, symmetry and asymmetry in design, sequence composition and flow

PSHE

Partnership and cooperation skills, giving and receiving feedback constructively, building confidence and resilience, celebrating individual progress

Teacher Guidance

Positioning

Move between groups during partner work, central position for demonstrations, corner position during warm-up for full visibility

Observation Focus

Forward roll technique safety, partner cooperation quality, balance and coordination development, apparatus use safety

Intervention Points

Step in if rolling technique unsafe, support struggling partnerships, assist with apparatus setup if needed, provide individual coaching for skill development

Demonstration Notes

Use student demonstrations where possible, emphasise safety points clearly, break down complex skills into steps, model positive peer feedback language

Verbal Cues

•'Chin to chest!' for forward roll safety
•'Soft touches!' for gentle partner interactions
•'Find your balance point!' for static balance work
•'Work together!' to encourage partner cooperation

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m for warm-up, 20m x 15m for apparatus work, clear of obstacles

Surface Check

Clean, dry, non-slip surface suitable for rolling movements and balance work

Equipment Safety

Safety Checks

•Check mats are flat and secure with no curled edges
•Ensure apparatus is stable and at appropriate height
•Verify adequate spacing between equipment stations
•Check lifting and carrying techniques before apparatus setup

Risk Management

Key Risks

•Neck/spine injury during forward rolls
•Collisions during warm-up game
•Falls from apparatus
•Lifting injuries during equipment setup

Risk Mitigation

•Emphasise rolling on shoulders, never head/neck
•Clear boundaries and controlled movement in warm-up
•Appropriate apparatus height and supervision
•Proper lifting technique demonstration and monitoring

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all students during rolling
•Monitor apparatus work closely for technique and safety
•Check equipment setup process carefully
•Watch for student fatigue affecting technique

Emergency Procedures

Stop activity immediately, assess injury, apply appropriate first aid, contact emergency services if needed