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Lesson 1 - Introduction to Symmetry

Symmetry in Body Shapes

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Year 3

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Gymnastics

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45 min

Big Question

How can we create beautiful symmetrical movements and balances that mirror each other perfectly?

Learning Objectives

To understand what symmetry means in gymnastics
To create symmetrical movements and balances individually and with a partner
To demonstrate excellent gymnastics technique with control and extension

Key Outcomes

Students will be able to explain what symmetry means and identify symmetrical movements
Students will create and perform symmetrical balances showing control and extension
Students will work cooperatively with a partner to create connected symmetrical balances

Equipment & Resources Required

Gymnastics Mats

6-8 mats

Spread around hall for balance practice areas

Alternative: Yoga mats or towels for balance work

Music Player

Set up for warm-up music and movement activities

Alternative: Phone with speaker, tablet

Examples

Laminated cards or posters

Have ready to show during introduction

Alternative: Images on tablet/whiteboard

Cones

8-10

Mark safe working spaces around the hall

Alternative: Bean bags, hoops

Key Vocabulary

Symmetry

When both sides of something are exactly the same, like a mirror image

Line of symmetry

An imaginary line down the middle that divides something into two identical halves

Extension

Stretching body parts to make movements look longer and more controlled

Balance

Staying still and controlled in one position

Connection

When two people touch or link together in their balance

Excellent gymnastics

Moving with control, extension, and precision like a skilled gymnast

Skill Progression Pathway

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

Prior Learning

Basic travelling movements (walking, running, jumping)
Simple individual balances on different body parts
Understanding of 'champion gymnastics' from Year 2
Basic spatial awareness and safe movement

Current Skills

Understanding symmetry in movement
Creating symmetrical balances individually
Working with a partner to create connected balances
Demonstrating control and extension

Next Steps

Exploring asymmetrical movements and balances
Creating sequences combining symmetrical and asymmetrical elements
Using apparatus to enhance balance challenges
Developing more complex partner work

Milestone Indicators

Student can explain what makes a movement symmetrical

Student demonstrates clear line of symmetry in balances

Student shows consistent control and extension

Student works effectively with different partners

Key Teaching Points

Symmetry means both sides are exactly the same - like a mirror image
Excellent gymnastics requires control, extension, and precision
Hold all balances for 3 seconds to show true control
Partner work requires communication and cooperation
Line of symmetry runs down the centre of the body or shape
Safety first - never put full weight on a partner
Progress from simple to complex movements gradually

Common Misconceptions

Thinking symmetry only applies to arm positions - explain it applies to whole body
Believing faster movements are better - emphasise control over speed
Assuming symmetry means both people do identical things - clarify individual symmetry
Thinking balances are about strength - explain it's about control and technique
Confusing symmetry with copying - explain mirror image concept clearly

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries, regular movement breaks built in

dyspraxia

Simplified movements, extra practice time, larger equipment for easier handling

autism spectrum

Clear routine structure, visual schedule of activities, quiet area available for breaks

visual impairment

Use verbal descriptions of symmetry, partner guidance, tactile exploration of symmetric shapes

hearing impairment

Visual demonstrations with clear gestures, written instructions on board, vibration cues for music

physical disability

Seated symmetrical movements, arm-only balances, adapted partner work with support

Cross-Curricular Links

Maths

Line of symmetry, geometry concepts, mirror images, pattern recognition

Science

Balance and forces, body systems, muscle control and coordination

Art

Symmetrical patterns, line and shape, visual balance in composition

PSHE

Cooperation, resilience when tasks are challenging, celebrating others' success

Teacher Guidance

Positioning

Move around space to observe all students, position centrally for demonstrations

Observation Focus

Look for control, extension, symmetry, and cooperation

Intervention Points

Step in if students struggling with concept, unsafe behaviour, or partner conflicts

Demonstration Notes

Always demonstrate clearly, exaggerate key points, use contrast to show excellent vs poor technique

Verbal Cues

•'Mirror image on both sides!'
•'Control and extension!'
•'Hold it like a statue!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 12m clear hall space, height clearance 3m for arm extensions

Surface Check

Clean, dry, non-slip surface free from obstacles and trip hazards

Equipment Safety

Safety Checks

•Mats checked for tears or damage before use
•Cones placed away from main activity areas
•Music volume at appropriate level for instruction

Risk Management

Key Risks

•Falls during balance activities
•Collisions between students moving around space
•Strain from holding difficult balances too long
•Pressure on partner during connected balances

Risk Mitigation

•Clear boundaries established with adequate spacing
•Progressive skill building from simple to complex
•Emphasis on control rather than difficulty
•Regular safety reminders about partner weight-bearing

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor partner work closely for safety
•Watch for signs of fatigue or strain

Emergency Procedures

Stop activity immediately on 'freeze' command, assess any injuries, apply appropriate first aid, notify office if required