Lesson 6 - Group Sequence & Assessment
Individual to Team Performance
•Year 5
•Gymnastics
•Start Planning Better PE Lessons
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How can we work together to create and perform an aesthetically pleasing group gymnastics sequence?
Learning Objectives
- To demonstrate mastery of six gymnastic elements in a group sequence
- To evaluate and provide constructive feedback on gymnastics performances
- To refine sequences based on compositional principles and feedback
Key Outcomes
- Students will perform a polished six-element group sequence with good timing and coordination
- Students will provide specific, helpful feedback to improve others' performances
- Students will demonstrate improved technique in their chosen area of focus
Equipment & Resources Required
Arrange in 5 stations around the hall in dice pattern (face of number 5)
Alternative: Thick exercise mats or crash mats
Mark corners of each mat station for clear boundaries
Alternative: Bean bags or floor markers
One per station for peer assessment recording
Alternative: Tablets or paper sheets
For timing sequence performances and practice periods
Alternative: Phone timer or wall clock
Key Vocabulary
A gymnastic skill where you cartwheel and land with both feet together facing the direction you came from
A balance position where the two sides of the body are in different positions
A balance position where both sides of the body mirror each other
Two or more gymnasts balancing against each other using their body weight
A series of gymnastic movements performed one after another with smooth transitions
The artistic elements that make sequences interesting such as levels, speeds, directions, and pathways
Tight, controlled muscles that help maintain shape and control in gymnastic positions
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can perform individual gymnastic elements including balances, rolls, and travelling actions
- Students understand compositional ideas of levels, speeds, and directions
- Students have experience working in pairs to create short sequences
Current Skills
- Creating and performing group sequences with six specific elements
- Evaluating performances against success criteria
- Refining sequences based on feedback and self-assessment
Next Steps
- Incorporating apparatus into group sequences
- Creating sequences with narrative or thematic elements
- Teaching and leading others in gymnastic skills
Milestone Indicators
Key Teaching Points
- Ensure all six required elements are included and performed with good technique
- Focus on group timing and coordination throughout sequence development
- Emphasise constructive peer feedback using specific criteria
- Promote creative use of space and compositional ideas
- Maintain high expectations for both performance and assessment quality
- Support collaborative decision-making and inclusive group work
- Balance individual skill development with group coordination challenges
Common Misconceptions
- Thinking that faster sequences are automatically better - emphasise control and quality
- Believing all elements must be performed simultaneously - explain sequential and simultaneous options
- Assuming peer feedback should only point out mistakes - teach positive feedback first approach
- Thinking group work means everyone does exactly the same thing - encourage complementary roles
- Believing assessment is only about technique - include timing, cooperation, and creativity
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear movement breaks, use positive reinforcement frequently
dyspraxia
- Allow extra practice time for coordination, break down complex movements into smaller steps, provide additional verbal cueing for timing
autism spectrum
- Provide visual schedule of lesson activities, clear structure for group work, quiet space available if overwhelmed
visual impairment
- Use bright coloured mats and verbal descriptions of space, provide tactile guidance for positioning, ensure clear verbal instructions for all movements
hearing impairment
- Use visual demonstrations and hand signals, written cards showing sequence elements, ensure clear sightlines during demonstrations
physical disability
- Adapt elements to seated or supported positions, modify balance requirements, use upper body movements where appropriate
Cross-Curricular Links
English
Vocabulary development through technical terms, communication skills in feedback sessions, listening and speaking during group planning
Maths
Counting elements in sequences, timing durations, measuring mat spaces, calculating group formations
Science
Understanding balance and centre of gravity, forces in gymnastic movements, body systems during physical activity
Art
Aesthetic appreciation in sequence composition, understanding of form and movement, creative expression through physical movement
PSHE
Collaboration and teamwork skills, giving and receiving constructive feedback, building confidence through performance
Teacher Guidance
Positioning
Move continuously between stations, spend equal time with each group, position for clear view of all stations during performances
Observation Focus
Monitor individual technique within group work, watch for effective collaboration, assess quality of peer feedback
Intervention Points
Step in if groups are struggling with coordination, provide technique coaching for safety, facilitate feedback discussions if needed
Demonstration Notes
Be prepared to demonstrate all six required elements, show examples of good group coordination, model constructive feedback language
Verbal Cues
- •'Remember your timing - start together!'
- •'Use your full mat space!'
- •'Hold those balances for 3 seconds!'
- •'What specific feedback can you give?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium minimum 15m x 15m, clear of obstacles
Surface Check
Clean, dry, non-slip surface suitable for gymnastics, free from debris
Equipment Safety
Safety Checks
- •Check all mats are thick enough for safe landing (minimum 25mm)
- •Ensure mats lie flat with no curled edges or tears
- •Verify adequate spacing between stations (minimum 3m)
Risk Management
Key Risks
- •Collisions between group members during sequences
- •Falls during balance elements or transitions
- •Overconfidence leading to attempted skills beyond ability
- •Fatigue affecting technique and safety in later practices
Risk Mitigation
- •Clear boundaries established for each group's working area
- •Emphasis on controlled movements and spatial awareness
- •Progressive skill building with appropriate differentiation
- •Regular safety reminders and technique checks
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all five stations
- •Monitor group dynamics and individual participation
- •Watch for fatigue signs affecting safety
- •Be prepared to modify activities if safety concerns arise
Emergency Procedures
Stop all activity immediately, assess injury severity, provide appropriate first aid, contact emergency services if required