Lesson 1 - Introduction to Symmetry
Symmetry in Body Shapes
•Year 3
•Gymnastics
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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
Spread around hall for balance practice areas
Alternative: Yoga mats or towels for balance work
Set up for warm-up music and movement activities
Alternative: Phone with speaker, tablet
Have ready to show during introduction
Alternative: Images on tablet/whiteboard
Mark safe working spaces around the hall
Alternative: Bean bags, hoops
Key Vocabulary
When both sides of something are exactly the same, like a mirror image
An imaginary line down the middle that divides something into two identical halves
Stretching body parts to make movements look longer and more controlled
Staying still and controlled in one position
When two people touch or link together in their balance
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
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