Lesson 6 - Sequence Creation
Spinning & Partner Sequences
•Year 3
•Gymnastics
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How can we use symmetry and asymmetry to create dynamic and interesting gymnastic sequences?
Learning Objectives
- To create a sequence using a range of symmetrical and asymmetrical gymnastic moves
- To alternate between performing symmetrically and asymmetrically with control
- To listen to peer assessment and use feedback to improve performance
Key Outcomes
- Students will demonstrate self-motivation and physical confidence
- Students will create coherent sequences combining symmetrical and asymmetrical movements
- Students will provide constructive feedback to peers and apply it to their own work
Equipment & Resources Required
Distributed around hall for sequence practice
Alternative: PE mats, yoga mats for floor work
Placed at corners for assessment grouping
Alternative: Coloured hoops, markers, or signs
For timing apparatus setup challenges
Alternative: Phone timer, wall clock with second hand
For capturing performance evidence
Alternative: Phone camera for recording sequences
Key Vocabulary
When both sides of the body mirror each other exactly
When the two sides of the body are doing different things
A series of movements performed one after another in a planned order
The movement that connects one position to the next
Being able to start, continue and stop movements exactly when you want to
Moving smoothly without stops or wobbles between movements
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastic shapes and balances
- Understanding of symmetrical body positions
- Simple sequence creation with 2-3 movements
Current Skills
- Advanced symmetrical and asymmetrical movement patterns
- Sequence creation with 5+ movements
- Peer assessment and feedback skills
Next Steps
- Partner and group sequence work
- Complex apparatus combinations
- Performance and evaluation skills
Milestone Indicators
Key Teaching Points
- Symmetrical movements have both sides of the body mirroring each other exactly
- Asymmetrical movements show clear contrast between left and right sides
- Sequences should flow smoothly from one movement to the next
- Work within your ability level to maintain control and safety
- Clear starting and finishing positions make sequences look professional
- Peer feedback helps everyone improve their gymnastics skills
- Apparatus work requires teamwork and following safety rules
Common Misconceptions
- Thinking symmetrical only means standing up straight - correct by showing various symmetrical positions
- Believing asymmetrical means unbalanced or unstable - demonstrate controlled asymmetrical balances
- Assuming more difficult movements make better sequences - emphasise control and clarity over difficulty
- Thinking peer feedback means criticism - model constructive, helpful feedback language
- Believing apparatus work is more important than floor work - explain both develop different skills
SEN Adaptations
ADHD
- Frequent position changes, clear boundaries marked, regular positive feedback, movement breaks between focus activities
dyspraxia
- Break down movements into smaller steps, extra practice time for sequence memorization, visual and verbal prompts combined
autism spectrum
- Clear visual schedule of lesson sections, quiet space available if needed, consistent routines for apparatus work
visual impairment
- Use verbal descriptions of symmetrical/asymmetrical positions, tactile guidance for apparatus setup, partner support for navigation
hearing impairment
- Clear visual demonstrations, written instruction cards, visual signals for start/stop commands
physical disability
- Adapt sequences for seated or supported positions, modify apparatus height, provide alternative equipment as needed
Cross-Curricular Links
English
Following and giving instructions, descriptive vocabulary for movement, presentation and communication skills
Science
Understanding balance and forces, muscle groups and body systems, coordination and motor control
Art
Symmetrical and asymmetrical composition in artwork, pattern creation, visual balance concepts
Mathematics
Exploring symmetry and asymmetry in shapes and patterns, counting movements in sequences, spatial reasoning
PSHE
Self-confidence and motivation, peer support and feedback, celebrating others' achievements
Teacher Guidance
Positioning
Move around hall perimeter to observe all students, position centrally during demonstrations, close supervision during apparatus work
Observation Focus
Watch for correct symmetrical/asymmetrical differentiation, assess control and fluency in sequences, monitor safety during apparatus use
Intervention Points
Step in if students attempt unsafe movements, provide individual support for understanding concepts, mediate peer feedback sessions
Demonstration Notes
Always demonstrate movements slowly and clearly, emphasise the differences between symmetrical and asymmetrical positions, show both correct and corrected versions
Verbal Cues
- •'Mirror image - both sides exactly the same!'
- •'Different sides - show me the contrast!'
- •'Control your movements - smooth and steady!'
- •'Hold that position - show me your strength!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium, minimum 15m x 20m with clear floor space for floor work and apparatus setup
Surface Check
Clean, dry, non-slip surface free from obstacles and debris
Equipment Safety
Safety Checks
- •Check all gymnastics apparatus for stability and damage before use
- •Ensure mats are flat, clean and properly positioned
- •Verify apparatus height appropriate for Year 3 ability level
- •Check coloured cones have no sharp edges or cracks
Risk Management
Key Risks
- •Falls during sequence performance on floor or apparatus
- •Collisions during warm-up activities and game
- •Apparatus handling injuries during setup/takedown
- •Overexertion attempting movements beyond ability level
Risk Mitigation
- •Establish clear movement boundaries and personal space rules
- •Emphasise working within individual ability levels throughout
- •Adult supervision of all apparatus handling and use
- •Progressive skill building from simple to complex movements
- •Clear safety rules reinforced before apparatus work
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during apparatus work
- •Close monitoring during performance sharing for peer safety
- •Active supervision during apparatus setup and takedown
- •Continuous scanning during warm-up and game activities
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid support, follow school accident procedures