Spinning & Partner Sequences
•Year 3
•Gymnastics
•Spread evenly around hall with clear pathways between
Alternative: Carpeted area or outdoor grass (dry conditions)
Set up in circuits around the hall perimeter
Alternative: Playground equipment or marked floor areas
Mark boundaries and apparatus stations
Alternative: Bean bags or markers
For recording sequences and assessment
Alternative: Mobile phone or observation checklist
Large body parts used for spinning - front (stomach), back, and bottom
A series of movements performed one after another in a planned order
The movements that connect one skill to another smoothly
A balance position with hands on floor, body straight like a plank
Balancing on shoulders with legs in the air, supported by arms
Understanding where pupils are coming from and where they're going
Counting spins and rotations, understanding angles in spinning movements, measuring hold times
Forces and motion in spinning, balance and centre of gravity concepts, momentum and rotation
Creating aesthetic sequences, understanding rhythm and flow in movement
Giving constructive feedback, building confidence, supporting others' learning
Move around perimeter to observe all students, position centrally for demonstrations
Watch for controlled movement, safe apparatus use, and positive partner interactions
Step in for unsafe apparatus use, excessive force in Sumo wrestling, or inappropriate feedback
Use exaggerated movements for clarity, always demonstrate safety aspects, involve students in demonstrations where appropriate
Full school hall or gymnasium, minimum 15m x 10m clear space
Clean, dry, non-slip surface free from obstacles and hazards
Stop activity immediately, assess injury, provide appropriate first aid, arrange additional support if needed
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