Lesson 2 - Partner Sequences and STEP Model
Individual to Partner Work
•Year 4
•Gymnastics
•Start Planning Better PE Lessons
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How can we use the STEP model to create and adapt gymnastics sequences with partners?
Learning Objectives
- Work with a partner to use the STEP principle to create and perform a partner sequence
- Create and perform sequences in unison with clear start and finish positions
- Demonstrate understanding of the STEP model through practical application
Key Outcomes
- Students will have created and performed a partner sequence using the STEP model
- Students will understand how to modify sequences using Space, Task, Equipment, and People
- Students will demonstrate unison performance with clear start and finish positions
Equipment & Resources Required
Place one cone in each corner of area to mark North, South, East, West
Alternative: Large markers, hoops, bean bags
Distributed around working area for safe landing zones
Alternative: PE mats, yoga mats
Optional for sequence performances
Alternative: Smartphone with speaker, tablet
Display prominently for reference throughout lesson
Alternative: Whiteboard with STEP written up
Key Vocabulary
A framework for modifying activities: Space, Task, Equipment, People
Performing movements at exactly the same time as your partner
A series of movements performed one after another in a set order
A clear, still position held for 3 seconds before beginning
The route or direction you take when moving through space
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping and landing techniques
- Simple balance positions and shapes
- Understanding of basic sequence structure
- Experience working with partners
Current Skills
- Application of STEP model principles
- Partner coordination and unison performance
- Sequence modification and adaptation
- Clear start and finish positions
Next Steps
- Complex group sequences with 6+ students
- Advanced STEP modifications
- Performance evaluation and feedback
- Competitive sequence performances
Milestone Indicators
Key Teaching Points
- STEP model provides systematic approach to modifying and improving gymnastics sequences
- Unison performance requires excellent communication and timing between partners
- Quality movement is more important than complex sequences - focus on control and precision
- Clear start and finish positions held for 3 seconds demonstrate sequence structure
- Collaborative working develops both gymnastics skills and social learning
- Progressive building from individual elements to partner to group sequences
- Safety maintained through controlled movements and appropriate space usage
Common Misconceptions
- STEP can only be applied to one element at a time - actually multiple elements can be modified together
- Unison means exactly identical movements - it means coordinated timing, movements can be complementary
- More complex sequences are always better - quality and control are more important than complexity
- Only teacher can suggest STEP modifications - students should be encouraged to identify improvements themselves
- Gymnastics sequences must include apparatus - floor work sequences are equally valid and valuable
SEN Adaptations
ADHD
- Regular movement breaks, clear boundaries, positive reinforcement for focus and cooperation
dyspraxia
- Simplified sequences initially, extra practice time, visual movement cards for reference
autism spectrum
- Clear visual STEP model chart, predictable lesson structure, quiet space available if needed
visual impairment
- Use bright coloured cones, verbal descriptions of all demonstrations, buddy system for guidance
hearing impairment
- Visual demonstration of all instructions, hand signals for STEP elements, written sequence cards available
physical disability
- Adapted movements for wheelchair users, modified sequences, focus on arm movements where appropriate
Cross-Curricular Links
English
Following instructions, explaining ideas clearly, using subject-specific vocabulary
Maths
Counting sequences, understanding timing and rhythm, spatial awareness and directions
Science
Understanding forces in jumping and landing, balance and centre of gravity
PSHE
Cooperation skills, listening to others, giving and receiving feedback positively
Teacher Guidance
Positioning
Move continuously around the hall to observe all groups, position centrally for demonstrations
Observation Focus
Watch for application of STEP principles, quality of unison performance, and safe movement execution
Intervention Points
Step in when students struggling with coordination, safety concerns arise, or groups need facilitation support
Demonstration Notes
Always demonstrate sequences slowly first, then at normal speed. Use students as examples when appropriate, emphasise key teaching points clearly.
Verbal Cues
- •'Remember - Space, Task, Equipment, People!'
- •'Watch your partner and move together!'
- •'Hold that position for 3 seconds!'
- •'Think about your timing!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium with minimum 15m x 20m clear space
Surface Check
Non-slip, even surface free from obstacles, mats placed securely
Equipment Safety
Safety Checks
- •Check mats are in good condition with no tears
- •Ensure cones are soft-edged and visible
- •Verify adequate space between working groups
Risk Management
Key Risks
- •Collisions between students during movement
- •Falls during jumping and rolling elements
- •Injury from poor landing technique
- •Overcrowding in limited space
Risk Mitigation
- •Clear boundaries established for each working group
- •Progressive skill building from simple to complex
- •Constant supervision during partner and group work
- •Emphasis on controlled, quality movements
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all working groups
- •Move continuously to monitor different pairs/groups
- •Pay special attention during rolling and jumping activities
Emergency Procedures
Stop signal established, first aid kit accessible, clear evacuation route maintained