Lesson 6 - Partner Sequences Performance and Evaluation
Partner Gymnastics: Under, Over and Through Sequences
•Year 5
•Gymnastics
•Start Planning Better PE Lessons
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How can we demonstrate technical excellence and clear shapes when performing gymnastic sequences for an audience?
Learning Objectives
- To perform partner gymnastic sequences with good technique and seamless transitions
- To demonstrate asymmetrical shapes and inversions with clarity and control
- To evaluate performances and provide constructive feedback to improve sequences
Key Outcomes
- Students will perform polished partner sequences incorporating over and under movements
- Students will demonstrate clear starting and finishing positions that fit the unit theme
- Students will enjoy competing and challenging themselves to improve their performance
Equipment & Resources Required
Distributed around apparatus stations for safety
Alternative: Yoga mats, crash mats if available
For recording final performances and assessment
Alternative: Smartphone, digital camera
For self-assessment activity at lesson end
Alternative: Coloured markers, bibs, or cards
For timing apparatus setup challenges
Alternative: Phone timer, wall clock with second hand
Key Vocabulary
A shape or movement where both sides of the body are different
A position where the head is lower than the hips, such as headstand or handstand
The smooth movement from one position or skill to another
A series of movements performed one after another in a flowing routine
Gymnastic equipment such as mats, benches, boxes and wall bars
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastic shapes and balances
- Simple partner work and trust exercises
- Understanding of over and under movements from previous lessons
Current Skills
- Refined partner sequences with technical precision
- Performance skills including presentation and audience awareness
- Evaluation and feedback skills
Next Steps
- More complex apparatus work with advanced partner skills
- Creative sequence development with multiple partners
- Leadership roles in teaching and coaching others
Milestone Indicators
Key Teaching Points
- Asymmetrical shapes must show clear difference between left and right sides of the body
- Seamless transitions flow from one movement to the next without stops or adjustments
- Starting and finishing positions should clearly reflect the 'Over and Under' unit theme
- Partner support is essential for all challenging balances and inversions
- Performance quality includes confidence, presentation and audience awareness
- Safety rules for apparatus work must be followed without exception
- Self-assessment should be honest and based on personal progress rather than comparison with others
Common Misconceptions
- That gymnastics is only about strength and flexibility - emphasise that control and technique are more important
- That inversions are dangerous - teach that with proper support and progression they are safe and beneficial
- That sequences should be fast - explain that control and clarity are more valuable than speed
- That all students should achieve the same level - celebrate individual progress and effort
- That apparatus work is only for advanced students - show how all levels can use apparatus safely and creatively
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries and expectations, positive reinforcement for focus and cooperation
dyspraxia
- Simplified sequences with fewer elements, extra practice time, modified apparatus work focusing on stability
autism spectrum
- Clear structure and routine, visual schedule of lesson sections, quiet space available if overwhelmed
visual impairment
- Clear verbal descriptions of shapes and movements, tactile guidance for apparatus layout, buddy system for navigation
hearing impairment
- Visual demonstrations of all instructions, clear gestures for feedback, written task cards available
physical disability
- Adapted sequences focusing on achievable movements, modified apparatus or floor work only, emphasis on personal progress
Cross-Curricular Links
Maths
Counting holds for 3 seconds, timing transitions, calculating apparatus setup time, angle recognition in asymmetrical shapes
Science
Understanding of balance and centre of gravity, forces in partner support work, muscle tension and relaxation
Art
Asymmetrical composition principles, creating aesthetic sequences, understanding of form and shape
PSHE
Self-belief and confidence building, honest self-assessment, celebrating others' achievements, resilience through challenge
Teacher Guidance
Positioning
Move between groups during practice, central position during performances for whole class visibility
Observation Focus
Technical quality of shapes, smooth transitions, safety awareness, partner cooperation
Intervention Points
Step in for safety concerns, provide specific technical feedback, support struggling partnerships
Demonstration Notes
Use students to demonstrate good examples where possible, show clear contrast between good and developing technique
Verbal Cues
- •'Hold that shape for 3 seconds!'
- •'Smooth transition - no stops!'
- •'Support your partner!'
- •'Show me asymmetrical!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall minimum 15m x 10m for apparatus stations and partner work
Surface Check
Non-slip surface clear of obstacles, mats positioned for elevated work
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats correctly positioned under apparatus work
- •Safe lifting techniques enforced for apparatus handling
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions during partner work
- •Strain injuries from inversions
- •Equipment handling accidents
Risk Mitigation
- •Progressive skill building through unit
- •Partner support for all challenging balances
- •Adequate spacing between working groups
- •Clear safety rules and procedures
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of apparatus work
- •Monitor partner support during inversions
- •Watch for fatigue affecting technique
Emergency Procedures
Stop signal established, first aid kit accessible, clear pathways maintained for emergency access