Lesson 8 - Partner Sequence Apparatus
Body Control & Apparatus Skills
•Year 5
•Gymnastics
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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
Place mats strategically around apparatus stations for safety
Alternative: Yoga mats, carpet tiles for floor work
Display cards at each station for student reference
Alternative: Teacher-created diagrams, photos of setups
Audio system ready to play from start of lesson
Alternative: Any upbeat instrumental music, rhythmic tracks
Position securely with mats for landing areas
Alternative: Sturdy benches, low platforms
Ensure all connections are secure before use
Alternative: Gymnastics boxes, stable platforms
Check stability and position with adequate spacing
Alternative: Balance beams, low apparatus
Adults only to position - students do not move this equipment
Alternative: Wall bars, rope apparatus
Position where all students can see for whole-class discussions
Alternative: Whiteboard, large paper sheets
Key Vocabulary
When partners perform the same movement one after the other in sequence
When partners perform movements at exactly the same time
When partners perform identical movements or shapes
When partners perform movements as if looking in a mirror
A series of connected gymnastic movements performed in order
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
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