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Lesson 8 - Partner Sequences with Apparatus

Body Tension & Control

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Year 4

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Gymnastics

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Big Question

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

Gymnastics Mats

Place around apparatus stations for safety

Alternative: Crash mats, folding mats

Gymnastics Benches

Various heights and angles for different stations

Alternative: Low balance beams, planks

Agility Trestles

Set at appropriate heights for Year 4

Alternative: Gymnastic boxes, vaulting horses

Climbing Frame Section

Ensure secure fixing and mat placement

Alternative: Wall bars, ladder sections

Foam Wedge

Various angles for rolling and balancing

Alternative: Incline mats, folded mats

Springboard

Position with adequate landing space

Alternative: Mini trampoline, springy surface

Sun Markers

1 set

For displaying movement requirements

Alternative: Whiteboard, laminated cards

Key Vocabulary

Sequence

A series of connected gymnastic movements performed in order

Pike

Body folded forward with straight legs and pointed toes

Straddle

Legs wide apart in a 'V' shape

Tuck

Knees pulled tight to chest in a compact ball shape

Inverted

Body position where head is lower than hips

Partner balance

Two people working together to create a balanced position

Apparatus

Large gymnastic equipment like benches, mats, and climbing frames

Flow

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

Smooth transitions between movements

Consistent balance holds

Constructive peer feedback

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