Lesson 6 - Rolling Sequences in Unison
Rolling & Synchronized Sequences
•Year 4
•Gymnastics
•Start Planning Better PE Lessons
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How can we combine different rolling techniques to create sequences that tell a story through movement?
Learning Objectives
- Produce a sequence of 6 rolls demonstrating elements of unison, canon and mirroring with a partner
- Present performances confidently to others with clear starting and finishing positions
- Demonstrate self-motivation and physical confidence in competitive situations
Key Outcomes
- Students will create and perform a rolling sequence showing unison, canon and mirroring elements
- Students will demonstrate improved presentation skills when performing for others
- Students will show self-motivation and physical confidence throughout the lesson
Equipment & Resources Required
Distributed around hall perimeter before lesson
Alternative: Medium playground balls, lightweight medicine balls
Stored safely in designated area, students collect in pairs
Alternative: Crash mats for nervous students, yoga mats for floor work
Placed in corners for assessment activity
Alternative: Coloured hoops, markers, or tape
Keep accessible for timing activities
Alternative: Phone timer, wall clock with second hand
Ensure battery charged and storage space available
Alternative: Phone camera for recording performances
Key Vocabulary
Performing movements at exactly the same time as your partner
Performing the same movement but starting at different times, like an echo
Performing movements as if looking in a mirror, facing each other doing opposite directions
A series of movements performed one after another with smooth transitions
The movement that connects one skill to the next smoothly
Varying the speed, level, and direction of movements to create interest
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic forward and backward rolls
- Understanding of starting and finishing positions
- Experience working with partners in gymnastics
Current Skills
- Combining multiple rolls into sequences
- Understanding and applying unison, canon and mirroring
- Presenting performances to others with confidence
Next Steps
- Creating longer sequences with apparatus
- Incorporating advanced transitional movements
- Developing group sequences with 3-4 performers
Milestone Indicators
Key Teaching Points
- Safety must always come first - monitor rolling technique carefully throughout
- Ensure all students understand unison, canon and mirroring before beginning sequence work
- Encourage negotiation and compromise between partners during planning phases
- Use demonstration students to model success and explain what makes performances effective
- Connect learning to school games values and broader life skills development
- Film evidence strategically to support assessment judgements and share success
- Maintain high expectations while providing appropriate differentiation and support
Common Misconceptions
- Thinking unison means doing different movements at the same time
- Confusing canon with mirroring - canon is same movement at different times
- Believing sequences must be complex to be successful - clarity is more important
- Assuming apparatus work is only for advanced students - all can participate safely
- Thinking self-assessment means being overly critical rather than honest about progress
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and rules, use movement breaks strategically
dyspraxia
- Allow extra practice time, break sequences into smaller parts, provide additional visual and verbal cues
autism spectrum
- Provide clear structure and routine, visual schedule of lesson phases, quiet space available if needed
visual impairment
- Use verbal descriptions of movements, provide tactile guidance for positions, ensure clear pathways and consistent apparatus placement
hearing impairment
- Use visual demonstrations extensively, written instruction cards, clear visual signals for start/stop
physical disability
- Modify rolling techniques to seated or supported versions, adapt apparatus height, provide additional matting
Cross-Curricular Links
English
Learning and using specific vocabulary, giving and receiving feedback, expressing ideas clearly
Maths
Counting movements in sequences, understanding patterns and symmetry, timing and rhythm concepts
Science
Forces and motion in rolling, balance and centre of gravity, muscle coordination and body systems
Art
Creating aesthetic sequences, composition and design principles, performance as artistic expression
PSHE
Building confidence and self-esteem, working cooperatively with others, developing resilience and determination
Teacher Guidance
Positioning
Move around hall perimeter to observe all groups, position centrally for demonstrations
Observation Focus
Watch for correct rolling technique, partner cooperation, and confident presentation
Intervention Points
Step in if rolling technique is unsafe, if students are struggling with concepts, or if apparatus rules are broken
Demonstration Notes
Use confident students to demonstrate concepts, always explain what makes demonstrations successful, film evidence for assessment
Verbal Cues
- •'Chin to chest during rolls'
- •'Negotiate with your partner'
- •'Show me the difference between unison and canon'
- •'Make your starting position really clear'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full sports hall with minimum 15m x 20m clear space for 30 students
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check all mats are in good condition with no tears
- •Ensure apparatus is stable and properly assembled
- •Verify adequate cushioning around apparatus stations
Risk Management
Key Risks
- •Neck and spine injury during rolling
- •Collisions between students on apparatus
- •Falls from apparatus due to improper use
Risk Mitigation
- •Thorough neck and shoulder warm-up before rolling
- •Clear space boundaries between working areas
- •Strict apparatus safety rules enforced throughout
- •Progressive skill building from floor to apparatus work
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations
- •Monitor rolling technique closely for safety
- •Ensure apparatus rules are followed consistently
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact emergency services if required