🤸

Lesson 6 - Contrasting Levels & Synchronisation

Group Sync & Shape Contrast

•

Year 4

•

Gymnastics

•

Big Question

How can we create dynamic gymnastics routines using different levels and perfect timing with our teammates?

Learning Objectives

To demonstrate contrasting levels in gymnastic movements and sequences
To perform movements in both unison and canon with precise timing
To apply School Games values while showing self-motivation and physical confidence

Key Outcomes

Students will create routines incorporating high, medium and low levels
Students will demonstrate understanding of unison and canon performance
Students will exhibit self-motivation and confidence in their gymnastic work

Equipment & Resources Required

Gymnastics Mats

8-10 mats

Distributed around apparatus stations

Alternative: Yoga mats or carpet tiles

Apparatus

6-8 pieces

Set up in stations around the hall

Alternative: Chairs or sturdy classroom furniture

Coloured Cones

4 different colours

Placed in corners for assessment activity

Alternative: Coloured hoops or markers

Stopwatch

For timing apparatus setup challenges

Alternative: Phone timer or watch

Digital Cameras

For filming assessment evidence

Alternative: Phone camera

Key Vocabulary

Contrasting levels

Using high, medium and low positions to create variety in movement

Unison

Performing movements at exactly the same time as others

Canon

Performing movements one after another in sequence

Dynamics

The different qualities of movement including speed, force and flow

School Games values

Passion, self-belief, respect, honesty, determination and teamwork

Self-motivation

Being able to encourage yourself to keep trying and improving

Skill Progression Pathway

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

Prior Learning

Basic gymnastic positions and balances
Understanding of high, medium and low levels
Experience working with partners in gymnastics

Current Skills

Creating routines with contrasting levels
Performing in unison and canon
Self-assessment and peer feedback

Next Steps

Complex gymnastic sequences with apparatus
Advanced canon and unison work
Creating original gymnastic compositions

Milestone Indicators

Smooth transitions between levels

Precise timing in group work

Confident performance and self-evaluation

Key Teaching Points

Emphasise safety in all apparatus work and group activities
Use clear vocabulary consistently - unison, canon, levels, dynamics
Connect all activities to School Games values throughout the lesson
Ensure all students are actively involved in group work and decision-making
Focus on effort and improvement rather than perfect performance
Use positive, specific feedback that relates to lesson objectives
Maintain high expectations for both skill development and behaviour

Common Misconceptions

That unison and canon are the same thing - clarify through repeated demonstration and practice
That 'levels' only means high and low - emphasise medium level and transitions between all three
That apparatus work is only for 'good' students - ensure all students have equal access and support
That gymnastics requires natural ability - emphasise that all skills can be learned with practice
That feedback should focus on what went wrong - teach students to identify strengths first
That complex movements are always better - stress that control and precision are more important

SEN Adaptations

ADHD

Regular movement breaks, clear boundaries and expectations, frequent positive reinforcement

dyspraxia

Break down movements into smaller steps, extra practice time, simplified routines with fewer elements

autism spectrum

Clear routine structure, visual timetable of lesson sections, quiet spaces available if needed

visual impairment

Tactile demonstrations of levels and positions, audio cues for timing, buddy system for apparatus work

hearing impairment

Visual demonstrations of all concepts, hand signals for timing, written instructions on display

physical disability

Adapted levels using available range of movement, seated versions of activities, modified apparatus use

Cross-Curricular Links

Maths

Counting beats for timing, understanding patterns in canon sequences, measuring height differences in levels

Science

Forces and balance in gymnastic positions, gravity effects on different levels, body systems during exercise

Art

Creating visual patterns with body shapes, symmetry and asymmetry concepts, composition and dynamics

Music

Rhythm and timing concepts, unison and canon parallels in musical performance

PSHE

Teamwork and cooperation, self-confidence building, respect for others' efforts, honest self-assessment

Teacher Guidance

Positioning

Central during explanations, moving between groups during practice, strategic during apparatus work

Observation Focus

Safety awareness, skill progression, group dynamics, understanding of concepts

Intervention Points

When safety is compromised, when groups are struggling with concepts, when apparatus is used incorrectly

Demonstration Notes

Use clear, slow demonstrations for new concepts, involve students in demonstrations, repeat key points visually

Verbal Cues

•'Show me three different levels!'
•'Can you move together like one person?'
•'Create a wave effect with your movement!'
•'Safety first, creativity second!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium, minimum 15m x 20m clear space

Surface Check

Non-slip surface, free from hazards, appropriate for gymnastic movements

Equipment Safety

Safety Checks

•Check apparatus stability before use
•Ensure mats are positioned correctly around apparatus
•Verify safe carrying procedures for all equipment

Risk Management

Key Risks

•Falls during balancing activities
•Collisions during travelling movements
•Apparatus-related injuries
•Wrist strain during support positions

Risk Mitigation

•Clear spatial boundaries established
•Adequate supervision of apparatus work
•Progressive skill building from floor to apparatus
•Emphasis on control over complexity

Supervision & Emergency Procedures

Supervision Points

•Position for full visual coverage during apparatus work
•Move between groups during practice sessions
•Monitor apparatus setup and pack-away closely

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact emergency services if required