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Lesson 6 - Rolling Sequences in Unison

Rolling & Synchronized Sequences

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Year 4

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Gymnastics

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Big Question

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

Large Balls

8 (1 per group of 4)

Distributed around hall perimeter before lesson

Alternative: Medium playground balls, lightweight medicine balls

Gymnastics Mats

6 stations (benches, boxes, mats)

Stored safely in designated area, students collect in pairs

Alternative: Crash mats for nervous students, yoga mats for floor work

Coloured Cones

4 different colours

Placed in corners for assessment activity

Alternative: Coloured hoops, markers, or tape

Stopwatch

Keep accessible for timing activities

Alternative: Phone timer, wall clock with second hand

Digital Cameras

Ensure battery charged and storage space available

Alternative: Phone camera for recording performances

Key Vocabulary

Unison

Performing movements at exactly the same time as your partner

Canon

Performing the same movement but starting at different times, like an echo

Mirroring

Performing movements as if looking in a mirror, facing each other doing opposite directions

Sequence

A series of movements performed one after another with smooth transitions

Transition

The movement that connects one skill to the next smoothly

Dynamics

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

Can perform 6 different rolls fluently

Demonstrates clear understanding of unison, canon and mirroring

Shows confidence when performing for others

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