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Lesson 6 - Group Sequence & Assessment

Individual to Team Performance

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Year 5

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Gymnastics

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Big Question

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

Gymnastics Mats

20 mats (4 per station)

Arrange in 5 stations around the hall in dice pattern (face of number 5)

Alternative: Thick exercise mats or crash mats

Cones

20 cones (4 per station)

Mark corners of each mat station for clear boundaries

Alternative: Bean bags or floor markers

Clipboards

5 clipboards

One per station for peer assessment recording

Alternative: Tablets or paper sheets

Stopwatch

For timing sequence performances and practice periods

Alternative: Phone timer or wall clock

Key Vocabulary

Round off

A gymnastic skill where you cartwheel and land with both feet together facing the direction you came from

Asymmetrical balance

A balance position where the two sides of the body are in different positions

Symmetrical balance

A balance position where both sides of the body mirror each other

Counter balance

Two or more gymnasts balancing against each other using their body weight

Sequence

A series of gymnastic movements performed one after another with smooth transitions

Compositional ideas

The artistic elements that make sequences interesting such as levels, speeds, directions, and pathways

Body tension

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

Can perform all six required elements with consistent technique

Demonstrates good timing and spatial awareness in group work

Provides constructive feedback that leads to visible improvements

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