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Lesson 6 - Sequence Creation

Spinning & Partner Sequences

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Year 3

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Gymnastics

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1h 9min

Big Question

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

Gymnastics Mats

6-8 stations (benches, boxes, mats)

Distributed around hall for sequence practice

Alternative: PE mats, yoga mats for floor work

Coloured Cones

4 different colours

Placed at corners for assessment grouping

Alternative: Coloured hoops, markers, or signs

Stopwatch

For timing apparatus setup challenges

Alternative: Phone timer, wall clock with second hand

Digital Cameras

1 (optional)

For capturing performance evidence

Alternative: Phone camera for recording sequences

Key Vocabulary

Symmetrical

When both sides of the body mirror each other exactly

Asymmetrical

When the two sides of the body are doing different things

Sequence

A series of movements performed one after another in a planned order

Transition

The movement that connects one position to the next

Control

Being able to start, continue and stop movements exactly when you want to

Fluency

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

Clear differentiation between symmetrical and asymmetrical movements

Smooth transitions between contrasting movement patterns

Evidence of peer feedback being applied to improve performance

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