Lesson 1 - L-Shaped Pathway Sequences
Dynamic Transitions & Asymmetry
•Year 5
•Gymnastics
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How can we use space creatively to develop flowing gymnastics sequences that tell a story through movement?
Learning Objectives
- To work collaboratively with a partner to create a 6-element gymnastics sequence
- To demonstrate spatial awareness by moving along an L-shaped pathway
- To perform a variety of gymnastics actions with control and consistency
Key Outcomes
- Students will have created and performed a partner sequence containing 6 specific elements
- Students will demonstrate understanding of pathway work in gymnastics
- Students will show improved partner cooperation and communication skills
Equipment & Resources Required
Arrange in L-shapes around the space, 2 mats per pair
Alternative: Yoga mats, carpet tiles for pathway marking
Use to clearly mark L-shaped pathways on floor
Alternative: Chalk, tape, rope
Optional for advanced pairs to incorporate apparatus
Alternative: Low boxes, steps
For background music during sequence creation and performance
Alternative: Tablet, phone with speaker
Key Vocabulary
A series of movements performed one after another in a planned order
The route or direction of travel during movement
Individual movements or actions that make up a sequence
Supporting body weight using hands and arms (cartwheels, handstands)
A balance position performed with or supported by another person
A balance position performed independently on one's own
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can perform basic gymnastics actions (rolls, balances, jumps)
- Understands the concept of sequences in gymnastics
- Has experience working with a partner in PE activities
- Can demonstrate basic body shapes and control
Current Skills
- Creating multi-element sequences with a partner
- Using pathways to structure movement
- Performing taking weight on hands actions
- Demonstrating partner and individual balances
Next Steps
- Refining specific gymnastics techniques (round-off, handstands)
- Adding asymmetrical elements to sequences
- Developing more complex partner work
- Creating longer, more flowing sequences
Milestone Indicators
Key Teaching Points
- Safety must always come first - never attempt skills beyond personal ability level
- Partner communication is essential for successful cooperation and trust building
- Quality of movement is more important than complexity or speed of execution
- Each of the six elements must be clearly identifiable within the sequence
- The L-shaped pathway should be used effectively throughout the entire sequence
- Feedback should be specific, constructive, and focused on improvement
- Individual differences in ability should be celebrated and accommodated
Common Misconceptions
- More difficult skills automatically make a better sequence - emphasise that control and flow are more important than complexity
- Partner balances must involve one person supporting all of another's weight - show that many effective partner balances involve shared support
- Gymnastics is only for naturally flexible or strong students - demonstrate that gymnastics develops these qualities through practice
- Sequences must be performed at the same speed throughout - explain that varying speed can enhance the performance
- Perfect technique is required before attempting sequences - emphasise that sequences help develop technique through practice
SEN Adaptations
ADHD
- Use shorter practice segments with frequent feedback, provide clear boundaries and expectations, offer movement breaks, assign supportive partners
dyspraxia
- Break down complex movements into smaller steps, provide extra practice time, use visual and verbal cues together, allow repetition of individual elements
autism spectrum
- Provide clear visual sequence cards, establish predictable routines, offer quiet practice space, use social stories for partner work expectations
visual impairment
- Use bright coloured markers for pathways, provide verbal descriptions of all demonstrations, assign sighted partner for guidance, use tactile markers for spatial reference
hearing impairment
- Use clear visual demonstrations, written instruction cards, visual signals for timing, ensure face-to-face communication during instructions
physical disability
- Adapt elements to wheelchair or limited mobility versions, modify pathways for accessibility, provide seated balance alternatives, focus on achievable actions
Cross-Curricular Links
Maths
Understanding shapes and pathways through L-shaped movement patterns, counting sequences of 6 elements, measuring distances along pathways
Science
Exploring forces and balance in gymnastics positions, understanding how muscles work during different actions, centre of gravity in balance work
Art
Creating aesthetic sequences with attention to shape and form, expressing creativity through movement choices, designing pathways as artistic elements
Geography
Spatial awareness and navigation along planned routes, understanding direction changes and pathways, mapping movement through space
PSHE
Building trust and cooperation through partner work, developing confidence through performance, learning to give and receive constructive feedback
Teacher Guidance
Positioning
Move continuously around the space to observe all pairs, position near complex skills for safety
Observation Focus
Monitor partner cooperation, technical safety, and sequence development
Intervention Points
Step in for unsafe practices, technical difficulties, or partnership problems
Demonstration Notes
Use clear, exaggerated movements for visibility, emphasise safety aspects, show both simple and advanced options
Verbal Cues
- •'Control first, then flow!'
- •'Talk to your partner!'
- •'Quality over speed!'
- •'Use your whole pathway!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 12m clear space for multiple L-shaped pathways with adequate separation
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Mats properly positioned and flat without wrinkles or gaps
- •Cones placed securely and not creating trip hazards
- •Regular equipment checks for wear and damage
Risk Management
Key Risks
- •Collisions during partner work and sequence practice
- •Falls during taking weight on hands actions
- •Inappropriate partner balances beyond ability level
- •Overconfidence leading to dangerous skill attempts
Risk Mitigation
- •Clear boundaries established between working pairs
- •Progressive skill building from simple to complex elements
- •Continuous monitoring of partner balance safety
- •Emphasis on personal ability levels and safe progression
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all working pairs
- •Focus attention on taking weight on hands activities
- •Monitor partner balance attempts for safety
- •Circulate to provide individual guidance and support
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid or support as needed, contact emergency services if required