Spinning & Partner Sequences
•Year 3
•Gymnastics
•Arranged around hall perimeter and centre for apparatus work
Alternative: Crash mats or carpet squares
For timing apparatus setup challenge
Alternative: Phone timer, classroom clock
For assessment and feedback purposes
Alternative: Camera, observation sheets
A shape where both sides of the body match exactly, like a mirror image
A shape where the two sides of the body are different
Small body parts like hands, feet, elbows, or knees
Larger body parts like back, front, side of body
High (standing/jumping), medium (kneeling/sitting), low (lying down)
A series of movements performed one after another in order
Understanding where pupils are coming from and where they're going
Symmetry and asymmetry concepts, counting spins and shapes, measuring time for holds
Forces and motion during spinning, balance and centre of gravity, body systems
Creating aesthetic sequences, appreciation of line and form in body shapes
Self-confidence building, peer cooperation, giving and receiving feedback constructively
Move around hall to observe all students, position near apparatus during station work
Watch for spinning control, shape definition, safe apparatus use, peer interactions
Step in if students show dizziness, unsafe apparatus use, or lack of progress
Use clear, exaggerated movements for shape demonstrations, emphasise slow controlled spins for safety
Large hall or gymnasium minimum 15m x 20m with clear overhead clearance
Non-slip surface, dry conditions, mats properly positioned for floor work
Stop signal established, first aid kit accessible, clear evacuation route, trained first aider present
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