Lesson 8 - Partner Sequences with Apparatus
Body Tension & Control
•Year 4
•Gymnastics
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How can we work together to create flowing gymnastic sequences that showcase different movements and apparatus skills?
Learning Objectives
- To plan and perform partner sequences that include apparatus and demonstrate change of level and shape
- To safely perform individual and partner balances using gymnastic equipment
- To observe, evaluate and suggest improvements to gymnastic performances
Key Outcomes
- Students will create and perform a flowing partner sequence incorporating apparatus
- Students will demonstrate safe use of gymnastic apparatus with partner balances
- Students will provide constructive feedback using gymnastic terminology
Equipment & Resources Required
Place around apparatus stations for safety
Alternative: Crash mats, folding mats
Various heights and angles for different stations
Alternative: Low balance beams, planks
Set at appropriate heights for Year 4
Alternative: Gymnastic boxes, vaulting horses
Ensure secure fixing and mat placement
Alternative: Wall bars, ladder sections
Various angles for rolling and balancing
Alternative: Incline mats, folded mats
Position with adequate landing space
Alternative: Mini trampoline, springy surface
For displaying movement requirements
Alternative: Whiteboard, laminated cards
Key Vocabulary
A series of connected gymnastic movements performed in order
Body folded forward with straight legs and pointed toes
Legs wide apart in a 'V' shape
Knees pulled tight to chest in a compact ball shape
Body position where head is lower than hips
Two people working together to create a balanced position
Large gymnastic equipment like benches, mats, and climbing frames
Smooth movement from one action to the next without stopping
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastic shapes and balances
- Individual sequence work
- Safe apparatus handling
Current Skills
- Partner sequence creation
- Apparatus integration
- Peer assessment skills
Next Steps
- Group sequence work
- Complex apparatus combinations
- Performance refinement
Milestone Indicators
Key Teaching Points
- Safety must always come first when working with apparatus
- Quality of movement is more important than complexity
- Partner cooperation requires communication and compromise
- Sequences should flow smoothly from one element to the next
- Apparatus should be integrated meaningfully, not just used as obstacles
- Creative use of levels, directions, and pathways enhances performance
- Positive feedback helps others improve and builds confidence
Common Misconceptions
- Thinking sequences need to be very complex to be good - emphasise flow and quality over difficulty
- Believing apparatus is just for jumping over - show multiple ways to interact with equipment
- Assuming partner work means doing everything together - explain individual elements within partnerships
- Thinking gymnastics is only about strength - highlight creativity, planning, and cooperation aspects
- Believing mistakes are failures - frame as learning opportunities and natural part of skill development
SEN Adaptations
ADHD
- Clear boundaries around apparatus, regular movement breaks, visual reminders of sequence elements
dyspraxia
- Simplified movement patterns, extra practice time, partner support systems, visual movement guides
autism spectrum
- Clear visual sequence cards, consistent apparatus arrangements, quiet practice areas available
visual impairment
- Use bright coloured apparatus markers, provide tactile exploration time, detailed verbal descriptions of apparatus layout
hearing impairment
- Visual demonstration cards for sequence elements, hand signals for safety, written instruction sheets
physical disability
- Adapted apparatus heights, seated balance variations, modified movement patterns to suit individual needs
Cross-Curricular Links
Maths
Counting elements in sequences, measuring apparatus heights, timing balance holds, calculating angles for apparatus positioning
Science
Forces and balance principles, gravity effects in movement, lever principles with apparatus
Design Technology
Problem-solving with apparatus arrangements, designing movement pathways, creating sequence structures
PSHE
Cooperation and teamwork, building confidence, supporting others, personal challenge and achievement
Teacher Guidance
Positioning
Central position with ability to see all apparatus stations, move around hall regularly
Observation Focus
Safety compliance, movement quality, partner cooperation, creative apparatus use
Intervention Points
Unsafe practices, poor cooperation, students struggling with concepts, excellent examples to share
Demonstration Notes
Use student demonstrations frequently, model safety procedures, show quality movement examples
Verbal Cues
- •'Hold that balance for three seconds!'
- •'How can you use your apparatus differently?'
- •'Show me a smooth transition!'
- •'Work together to solve this!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large gymnasium or hall minimum 15m x 20m with high ceiling for apparatus
Surface Check
Non-slip surface, clear of obstacles, adequate lighting for apparatus work
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Adequate mat coverage around all apparatus
- •Weight limits observed for all equipment
- •Secure storage when not in use
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between students
- •Equipment instability
- •Inadequate landing surfaces
Risk Mitigation
- •Comprehensive safety briefing before apparatus use
- •One person on apparatus at a time unless specifically planned
- •Continuous teacher supervision of all stations
- •Clear boundaries and safe zones established
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations
- •Circulate regularly to all stations
- •Immediate intervention for unsafe practices
Emergency Procedures
Stop signal established, first aid accessible, clear evacuation routes maintained