Lesson 6 - Partner Sequences & Supports
Creative Sequences & Partner Work
•Year 4
•Gymnastics
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How can we create smooth, creative sequences with a partner using different support positions?
Learning Objectives
- To work cooperatively with a partner to create gymnastics sequences
- To perform front and back support positions with control and fluency
- To demonstrate smooth transitions between different support positions and levels
Key Outcomes
- Students will create a partner sequence incorporating front and back supports
- Students will demonstrate clear relationships and smooth transitions in their work
- Students will show self-motivation and physical confidence in performance
Equipment & Resources Required
Distributed around hall for floor work and apparatus stations
Alternative: Yoga mats or carpet tiles
Placed at corners for assessment grouping
Alternative: Coloured spots or markers
For timing apparatus setup challenges
Alternative: Phone timer or wall clock
For recording performances and assessment evidence
Alternative: Phone camera
Key Vocabulary
A position where the body is supported by hands and feet with stomach facing down
A position where the body is supported by hands and feet with stomach facing up
A series of movements performed in a specific order
How partners work together in space - over, under, beside, mirroring
The smooth movement from one position to another
A curved shape created by the body, often over a partner
A shape where the body creates a bridge-like structure
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic front support (plank) position
- Basic back support (crab) position
- Simple travelling movements on apparatus
- Working safely with a partner
Current Skills
- Creating partner sequences with supports
- Working under and over a partner
- Smooth transitions between support positions
- Self-assessment and peer feedback
Next Steps
- More complex partner balances and counter-balances
- Group sequences with multiple relationships
- Advanced apparatus work with partner sequences
Milestone Indicators
Key Teaching Points
- Partner communication is essential for safety and success
- Smooth transitions between positions show quality in gymnastics
- Different levels and spatial relationships create interesting sequences
- Personal challenges help build confidence and self-motivation
- Apparatus work requires additional safety awareness and cooperation
- Self-assessment helps children understand their own learning
- School Games values should be evident throughout the lesson
Common Misconceptions
- That gymnastics is only about difficult skills - emphasise creativity and control over complexity
- That sequences must be long to be good - focus on quality over quantity
- That apparatus work is scary - build confidence through careful progression
- That you need to be naturally flexible or strong - everyone can improve with practice
- That competition means beating others - promote personal best achievements
SEN Adaptations
ADHD
- Short activity bursts, regular movement breaks, clear boundaries marked, immediate positive feedback
dyspraxia
- Extra practice time, simplified sequences, visual/verbal cues combined, patient partner pairings
autism spectrum
- Clear routine structure, visual sequence cards, quiet space available, predictable partner arrangements
visual impairment
- Use verbal descriptions of movements, tactile guidance for positioning, buddy system for apparatus navigation
hearing impairment
- Clear visual demonstrations, written/pictorial sequence cards, sign language support if available
physical disability
- Adapted support positions, seated variations, modified apparatus heights, alternative partner roles
Cross-Curricular Links
Maths
Counting holds in balance challenges, measuring sequence timing, exploring geometric shapes in positions
Science
Understanding forces in balance, exploring gravity and support, investigating body systems during exercise
Art
Creating flowing sequences like movement compositions, exploring spatial relationships as artistic elements
PSHE
Cooperation and communication skills, building confidence, setting personal goals and challenges
Teacher Guidance
Positioning
Move around hall to observe all pairs, position for clear view of apparatus work
Observation Focus
Partner cooperation, sequence development, safety awareness, confidence building
Intervention Points
Step in if unsafe practices observed, provide support for struggling partnerships
Demonstration Notes
Use confident child partnerships to model excellent work, demonstrate safety expectations clearly
Verbal Cues
- •'Communicate with your partner'
- •'Smooth transitions'
- •'Safety first always'
- •'Show me your best effort'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full hall space required, minimum 15m x 20m for apparatus work
Surface Check
Non-slip surface essential, mats positioned under all apparatus
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats correctly positioned and in good condition
- •Apparatus carried by two children minimum
- •Clear pathways maintained around apparatus
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions during partner work
- •Inappropriate weight bearing on partners
- •Equipment handling injuries
Risk Mitigation
- •Clear apparatus rules established and enforced
- •Partner communication emphasised throughout
- •Careful progression from floor to apparatus
- •Constant supervision during apparatus work
- •No jumping over partners rule enforced
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during apparatus work
- •Monitor partner relationships for safety
- •Intervene immediately if unsafe practice observed
Emergency Procedures
Stop activity immediately, assess injury, apply first aid as needed, contact office if serious