Lesson 2 - Arabesque Control and Partner Contrasting
Partner Synchronisation: Mirror, Match and Contrast
•Year 5
•Gymnastics
•Start Planning Better PE Lessons
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How can we use contrasting movements and levels to create dynamic gymnastics partnerships?
Learning Objectives
- To control an arabesque position with precision and balance
- To contrast partner's movements using different levels and pathways
- To evaluate gymnastics performances using correct technical language
Key Outcomes
- Students will perform controlled arabesque positions with accurate technique
- Students will create contrasting sequences with partners using varied levels and pathways
- Students will provide technical feedback using gymnastics terminology
Equipment & Resources Required
Distributed around hall perimeter initially, then arranged for apparatus work
Alternative: Yoga mats or carpet squares for balance work
Used to mark boundaries and apparatus station areas
Alternative: Markers or bean bags
For timing activities and apparatus setup challenges
Alternative: Phone timer or classroom clock
For filming peer assessment and teacher observations
Alternative: Phone camera for recording
Key Vocabulary
A posture where one leg is extended backwards at right angles, torso bent forwards, and arms outstretched - one forwards and one backwards
Performing opposite or different movements to create visual and dynamic interest
The route or direction of movement through space - straight, curved, zigzag
Next to or beside each other, working in close proximity
The height at which movements are performed - high, medium, low
The connecting movement between one skill and another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic balance positions from previous gymnastics units
- Understanding of high, medium and low levels
- Experience working with partners in gymnastics
Current Skills
- Controlling arabesque position with extended leg at right angles
- Creating contrasting movements at different levels and pathways
- Using technical language to evaluate performances
Next Steps
- Linking arabesque into complex sequence work
- Advanced partner mirroring and matching skills
- Creating group compositions with contrasting elements
Milestone Indicators
Key Teaching Points
- Arabesque requires leg at 90-degree angle with counterbalanced forward lean
- Contrasting means opposite or different - exaggerate the differences
- Technical vocabulary must be used in all feedback opportunities
- Smooth transitions connect movements and maintain sequence flow
- Safety is paramount during apparatus work - always work in pairs
- Self-assessment develops independence and learning awareness
- Partner cooperation is essential for successful contrasting work
Common Misconceptions
- Thinking arabesque is just standing on one leg - needs forward lean and right angle
- Believing contrasting means copying - it means doing the opposite
- Assuming faster is better - control and technique are more important
- Thinking apparatus work is just for showing off - it's for skill development
- Believing feedback should be only positive - constructive criticism helps learning
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries, regular positive feedback and movement breaks
dyspraxia
- Extra practice time for balance skills, simplified sequences, buddy support for apparatus work
autism spectrum
- Clear routine structure, visual schedule of lesson sections, quiet space available if needed
visual impairment
- Use verbal descriptions of arabesque position, tactile guidance for balance, clear verbal cues for contrasting movements
hearing impairment
- Visual demonstrations of all skills, written instructions on display, hand signals for feedback
physical disability
- Modified balance positions, seated variations of contrasting movements, adapted apparatus access
Cross-Curricular Links
English
Technical vocabulary development, descriptive language for feedback, clear communication with partners
Maths
Right angles in arabesque position, spatial geometry in pathways, counting sequences and timing
Science
Balance and centre of gravity in arabesque, forces and counterbalances in gymnastics positions
Art
Shape and form in body positions, contrasting visual elements, composition in sequences
Geography
Directional language and pathways, mapping movement patterns through space
Teacher Guidance
Positioning
Central position with clear view of all activities, move to apparatus stations during circuit work
Observation Focus
Watch for arabesque technique, quality of contrasting movements, cooperation in partner work
Intervention Points
Step in if apparatus unsafe, help with partner cooperation difficulties, support struggling students with balance
Demonstration Notes
Demonstrate arabesque position clearly, emphasise contrasting principles with student helper, model technical feedback language
Verbal Cues
- •'Strong arabesque position - leg at right angle!'
- •'Show me clear contrasts!'
- •'Use your gymnastics words!'
- •'Smooth transitions!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 15m x 10m with clear boundaries
Surface Check
Non-slip surface free from obstacles, mats positioned securely
Equipment Safety
Safety Checks
- •Apparatus checked for stability before use
- •Mats properly positioned and not overlapping
- •Cones placed away from movement areas
Risk Management
Key Risks
- •Falls during balance attempts
- •Collisions during partner work
- •Apparatus movement and setup injuries
Risk Mitigation
- •Progressive balance skill building
- •Clear spatial boundaries for partner work
- •Supervised apparatus handling with safety rules
- •Emphasis on controlled movements throughout
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations
- •Monitor arabesque attempts for safe technique
- •Observe partner work for cooperation and safety
Emergency Procedures
Stop activity immediately, assess injury, first aid if needed, contact school office for serious incidents