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Lesson 2 - Partner Sequences and STEP Model

Individual to Partner Work

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Year 4

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Gymnastics

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45 min

Big Question

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

Cones

4 large cones

Place one cone in each corner of area to mark North, South, East, West

Alternative: Large markers, hoops, bean bags

Gymnastics Mats

1 per pair (15 mats)

Distributed around working area for safe landing zones

Alternative: PE mats, yoga mats

Music Player

Optional for sequence performances

Alternative: Smartphone with speaker, tablet

Era Posters

Display prominently for reference throughout lesson

Alternative: Whiteboard with STEP written up

Key Vocabulary

STEP Model

A framework for modifying activities: Space, Task, Equipment, People

Unison

Performing movements at exactly the same time as your partner

Sequence

A series of movements performed one after another in a set order

Definite Start Position

A clear, still position held for 3 seconds before beginning

Pathway

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

Students can explain each element of STEP

Sequences show clear timing and coordination

Students modify sequences confidently

Group work shows effective collaboration

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