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Lesson 8 - Partner Sequence Apparatus

Body Control & Apparatus Skills

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Year 5

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Gymnastics

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Big Question

How can we create dynamic partner sequences that showcase gymnastic relationships and apparatus mastery?

Learning Objectives

To create and perform gymnastic sequences using apparatus with a partner
To demonstrate understanding of relationships including canon, synchronisation, matching and mirroring
To evaluate performances using set criteria and suggest improvements

Key Outcomes

Students will create a 6-action partner sequence incorporating varied levels, directions and relationships
Students will demonstrate canon and synchronisation techniques effectively
Students will provide constructive feedback using gymnastic terminology

Equipment & Resources Required

Gymnastics Mats

Place mats strategically around apparatus stations for safety

Alternative: Yoga mats, carpet tiles for floor work

Cards

1 set

Display cards at each station for student reference

Alternative: Teacher-created diagrams, photos of setups

Track

Audio system ready to play from start of lesson

Alternative: Any upbeat instrumental music, rhythmic tracks

SAQ Ladders

2-3

Position securely with mats for landing areas

Alternative: Sturdy benches, low platforms

Agility Trestles

2-3

Ensure all connections are secure before use

Alternative: Gymnastics boxes, stable platforms

Benches

4-6

Check stability and position with adequate spacing

Alternative: Balance beams, low apparatus

Climbing Frames

Adults only to position - students do not move this equipment

Alternative: Wall bars, rope apparatus

Numbered Papers

2 sheets

Position where all students can see for whole-class discussions

Alternative: Whiteboard, large paper sheets

Key Vocabulary

Canon

When partners perform the same movement one after the other in sequence

Synchronisation

When partners perform movements at exactly the same time

Matching

When partners perform identical movements or shapes

Mirroring

When partners perform movements as if looking in a mirror

Sequence

A series of connected gymnastic movements performed in order

Apparatus

Gymnastic equipment used to enhance and vary movements

Skill Progression Pathway

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

Prior Learning

Basic gymnastic actions (rolls, balances, jumps)
Individual sequence creation
Understanding of levels and directions
Safe apparatus handling skills

Current Skills

Partner sequence creation
Gymnastic relationships (canon, synchronisation, matching, mirroring)
Apparatus-specific actions
Performance evaluation skills

Next Steps

Group sequence creation
Advanced gymnastic relationships
Competition-style routines
Teaching and coaching others

Milestone Indicators

Smooth transitions between actions

Clear demonstration of relationships

Confident apparatus usage

Constructive peer feedback

Key Teaching Points

Safety is paramount - establish and maintain clear safety procedures throughout
Partner work requires constant communication and mutual support
Quality over complexity - focus on controlled, well-executed movements
Relationships (canon, synchronisation, matching, mirroring) enhance visual appeal and require teamwork
Apparatus should enhance movement possibilities, not just be used as obstacles
Feedback should be specific, constructive and use appropriate gymnastic terminology
Allow adequate time for planning, practice and refinement of sequences

Common Misconceptions

That more difficult skills automatically make better sequences - emphasise quality and control
That all movements must be perfectly synchronised - explain when independence is appropriate
That apparatus is just something to go over or around - show how it can enhance and vary movements
That feedback should focus on what went wrong - model positive, constructive feedback
That gymnastic sequences don't need planning - emphasise importance of structure and flow
That relationships just happen naturally - explain they require specific practice and timing

SEN Adaptations

ADHD

Break activities into shorter segments, provide regular movement breaks, use clear visual and verbal cues, celebrate small achievements frequently

dyspraxia

Simplify movement patterns initially, provide extra practice time, break down complex actions into steps, use larger/more stable apparatus

autism spectrum

Provide visual schedule of lesson structure, allow fidget tools if needed, create quiet space for breaks, use consistent routines and language

visual impairment

Use bright apparatus markers, provide verbal descriptions of setup, assign sighted partner for guidance, use tactile equipment markers

hearing impairment

Use visual demonstrations and clear gestures, provide written instruction cards, use vibration signals for timing, ensure clear sightlines

physical disability

Adapt apparatus height and access, modify actions to suit mobility, provide additional support equipment, focus on achievable movements

Cross-Curricular Links

English

Following and giving instructions, using specific vocabulary, describing performances, listening skills

Maths

Counting sequences, timing relationships, measuring distances between apparatus, understanding geometric shapes in balances

Science

Forces and leverage with apparatus, balance and centre of gravity, muscles and movement, physics of motion

Art

Understanding aesthetics in movement, creating visual patterns with bodies, appreciating different interpretations of themes

PSHE

Cooperation and teamwork, building confidence, supporting others, giving and receiving feedback constructively

Teacher Guidance

Positioning

Circulate between apparatus stations maintaining clear view of all groups, position near more challenging apparatus when needed

Observation Focus

Monitor partner cooperation, apparatus usage safety, quality of relationships, progression in skill development

Intervention Points

Step in if safety compromised, when pairs need support with collaboration, if students attempt inappropriate skills for their level

Demonstration Notes

Use confident students to demonstrate relationships, show good/poor examples for contrast, emphasise safety in all demonstrations

Verbal Cues

•'Keep supporting your partner!'
•'Think about your timing together!'
•'Use the apparatus features!'
•'Smooth transitions!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large gymnasium or hall minimum 15m x 20m with clear height for apparatus

Surface Check

Dry, even surface suitable for gymnastics with proper flooring or mats

Equipment Safety

Safety Checks

•Check all apparatus connections are secure before use
•Ensure mats are positioned correctly around apparatus
•Verify climbing frame is stable - adults only to move
•Check apparatus weight limits are appropriate for year group

Risk Management

Key Risks

•Falls from apparatus
•Collisions during partner work
•Equipment failure or misuse
•Attempting skills beyond ability

Risk Mitigation

•Continuous supervision of all apparatus stations
•Clear safety rules established and reinforced
•Progressive skill building from simple to complex
•Adequate spacing between working pairs
•Proper spotting techniques taught where appropriate

Supervision & Emergency Procedures

Supervision Points

•Position for clear sight of all apparatus stations
•Monitor partner interactions for safety
•Intervene if skills attempted beyond safe capability
•Check equipment remains secure throughout lesson

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid, ensure others remain safe distance