🤸

Lesson 4 - Compositional Ideas in Sequences

Individual to Partner Work

•

Year 4

•

Gymnastics

•

45 min

Big Question

How can we use compositional ideas to create sequences that tell a story through movement?

Learning Objectives

To develop a 6-element sequence using four different compositional ideas
To work collaboratively to plan and teach compositional components
To demonstrate understanding of compositional concepts through performance

Key Outcomes

Students will create a group sequence incorporating four compositional ideas
Each student will teach one compositional component to their group
Students will perform their sequence with clear compositional elements

Equipment & Resources Required

Gymnastics Mats

8-10 mats

Spread around activity area with safe spacing

Alternative: Exercise mats, carpet tiles

Cards

1 set per group (5 different cards)

Pre-prepared cards showing: Direction, Speed, Unison, Matching, Levels

Alternative: Whiteboard with ideas written up

Apparatus

As available

Position safely around mats if using

Alternative: Use floor work only if apparatus unavailable

Key Vocabulary

Compositional idea

A way of varying movement to make sequences more interesting, such as changing direction, speed, or levels

Sequence

A series of movements performed one after another with smooth transitions

Unison

When two or more people perform the same movement at exactly the same time

Matching

When movements are the same but may be performed at different times

Levels

The height at which movements are performed - high, medium, or low

Skill Progression Pathway

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

Prior Learning

Basic gymnastics actions (roll, jump, balance)
Understanding of starting and finishing positions
Experience working with apparatus safely

Current Skills

Applying compositional ideas to sequences
Collaborative sequence building
Teaching skills to peers

Next Steps

Complex sequence development
Advanced compositional combinations
Performance evaluation skills

Milestone Indicators

Clear demonstration of all four compositional ideas

Smooth transitions between sequence elements

Effective teaching and collaboration skills

Key Teaching Points

Compositional ideas make sequences more interesting and help tell a story through movement
Each compositional idea should be clearly visible to an audience watching the performance
Effective teaching requires clear demonstration, simple explanation, and checking understanding
Group sequences need planning, practice, and patience to achieve smooth coordination
Safety is paramount when including hand-weight bearing positions and using apparatus
Quality of movement is more important than quantity - focus on control and precision
Positive collaboration and inclusive group work are essential for success

Common Misconceptions

Misconception: All group members must perform identical movements. Correction: Matching means same movements but can be at different times, unison means same time
Misconception: Compositional ideas are just for advanced gymnasts. Correction: Simple applications like changing from high to low can be effective
Misconception: Sequences must be complex to be good. Correction: Simple sequences with clear compositional ideas are often more effective
Misconception: Teaching means just telling others what to do. Correction: Good teaching includes demonstration, explanation, and checking understanding
Misconception: Hand-weight bearing positions are dangerous. Correction: With proper instruction and progression, they develop important strength and coordination

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, use movement variety to maintain engagement, offer choice in compositional ideas

dyspraxia

Extra practice time for sequence building, simplified compositional ideas initially, buddy support, focus on effort over precision, use visual and verbal cues together

autism spectrum

Clear structure with visual schedule, predictable routine, quiet space available if needed, specific role allocation in groups, advance warning of performance expectations

visual impairment

Use verbal descriptions of compositional ideas, tactile demonstration of levels and directions, buddy system for spatial awareness, clear verbal cues during performances

hearing impairment

Visual demonstration cards for compositional ideas, hand signals for direction changes, written instructions available, peer modelling and support

physical disability

Adapt compositional ideas to abilities - seated versions, modified apparatus, focus on achievable elements, ensure full inclusion in group roles

Cross-Curricular Links

English

Speaking and listening skills when teaching compositional ideas to group members, using technical vocabulary accurately, describing and evaluating performances

Maths

Counting sequence elements, understanding spatial concepts (high/low, forward/backward), timing and rhythm in group coordination

Science

Understanding forces and motion in gymnastics movements, body systems response to exercise, physics of balance and stability

Art

Creating sequences with aesthetic qualities, understanding composition and design principles, appreciation of movement as artistic expression

PSHE

Collaborative working skills, giving and receiving feedback constructively, building confidence through performance, celebrating diversity in abilities

Teacher Guidance

Positioning

Move continuously between groups during development phase, position centrally during performances for best view of all students

Observation Focus

Watch for clear demonstration of compositional ideas, safe execution of hand-weight bearing positions, effective group collaboration and teaching

Intervention Points

Step in if groups struggling to collaborate, provide individual support for students finding movements challenging, ensure safety standards maintained

Demonstration Notes

Use students as examples where possible, demonstrate compositional contrasts clearly with exaggerated movements, show both individual and partner examples

Verbal Cues

•'Show me clear levels - make it obvious!'
•'Smooth transitions - flow from one element to the next'
•'Strong positions - hold it for 3 seconds'
•'Teach clearly - demonstrate slowly first'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 12m x 8m, or outdoor hard surface area with adequate boundaries

Surface Check

Non-slip surface free from obstacles, mats properly positioned with no gaps or overlaps

Equipment Safety

Safety Checks

•Gymnastics mats checked for tears or damage
•Any apparatus securely positioned and stable
•Compositional idea cards laminated and free from sharp edges

Risk Management

Key Risks

•Collisions during group work and performances
•Falls from apparatus or during hand-weight bearing positions
•Muscle strain from inadequate warm-up or poor technique

Risk Mitigation

•Clear boundaries established for each group's working area
•Progressive warm-up including dynamic movements
•Proper instruction on hand-weight bearing safety
•Controlled group sizes with adequate supervision

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during sequence building
•Monitor hand-weight bearing positions closely
•Check group dynamics and ensure inclusive participation
•Be alert during performances for any safety issues

Emergency Procedures

Stop activity immediately if injury occurs, assess severity, provide appropriate first aid, ensure other students continue safely with assistant if available