Lesson 6 - Group Sequencing Performance and Assessment
Collaborative Gymnastics: Synchronised Group Sequences and Performance
•Year 6
•Gymnastics
•Start Planning Better PE Lessons
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How can we perform our group sequences with precision, creativity and confidence in front of an audience?
Learning Objectives
- To refine and perform group sequences using unison and canon
- To demonstrate asymmetrical and symmetrical movements at different levels
- To perform confidently in front of an audience and provide constructive feedback
Key Outcomes
- Students will have performed polished group sequences showing variety in levels, direction and timing
- Students will have demonstrated audience performance skills with confidence
- Students will have assessed their own progress and enjoyment in gymnastics
Equipment & Resources Required
Set up before lesson, ensure safe spacing between apparatus
Alternative: Benches, mats, wall bars if available
Place in corners for assessment activity
Alternative: Coloured spots, bean bags
For timing apparatus setup challenge
Alternative: Phone timer, wall clock
For recording performances and assessment evidence
Alternative: Phone camera
Key Vocabulary
Body shapes where left and right sides are different
Performing movements at exactly the same time
Performing the same movement but starting at different times
Movements that connect one position to another smoothly
Demonstrating control, confidence and artistic expression
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can perform basic gymnastic shapes and balances
- Understands concept of unison and canon
- Can work cooperatively in small groups
Current Skills
- Refining group sequences with precision timing
- Performing asymmetrical and symmetrical movements
- Developing performance confidence and audience awareness
Next Steps
- Creating more complex multi-level sequences
- Leading warm-ups and teaching peers
- Exploring competitive gymnastics opportunities
Milestone Indicators
Key Teaching Points
- Emphasise quality and control over complex difficulty
- Encourage collaborative decision-making in group work
- Build performance confidence through supportive audience skills
- Connect classroom learning to real-world gymnastics opportunities
- Use positive reinforcement to celebrate effort and improvement
- Maintain high safety standards during apparatus work
- Develop students' ability to give and receive constructive feedback
Common Misconceptions
- Harder skills are always better than controlled basic skills
- Individual performance is more important than group coordination
- Asymmetrical means unbalanced or unstable
- Canon and unison are the same thing
- Performance is only about not making mistakes
- Gymnastics is only for naturally flexible or strong students
SEN Adaptations
ADHD
- Short activity segments, clear boundaries, regular movement opportunities, positive reinforcement
dyspraxia
- Simplified movement patterns, extra practice time, step-by-step instruction breaking, peer support
autism spectrum
- Clear routine structure, quiet retreat space available, visual schedule for lesson sequence
visual impairment
- Verbal descriptions of movements, tactile guidance for apparatus, buddy system for navigation
hearing impairment
- Visual demonstrations, written instruction cards, visual cues for timing
physical disability
- Adapted apparatus heights, wheelchair accessible routes, modified movement patterns
Cross-Curricular Links
English
Performance skills, audience awareness, descriptive vocabulary for movement quality
Maths
Symmetry and asymmetry concepts, timing and counting in sequences, spatial awareness and geometry
Science
Forces and balance, muscle and skeleton function, coordination and control systems
PSHE
Self-confidence, teamwork, perseverance, celebrating achievements, goal setting
Teacher Guidance
Positioning
Move continuously between groups, prioritising apparatus stations during main activity
Observation Focus
Quality of movement, group cooperation, safety awareness, individual confidence levels
Intervention Points
Step in when safety concerns arise, when groups struggle with collaboration, or when individuals need confidence support
Demonstration Notes
Demonstrate: Use students to show excellent examples, emphasise key teaching points through visual examples, maintain high energy and enthusiasm
Verbal Cues
- •'Strong positions!'
- •'Together now!'
- •'Quality over speed!'
- •'Show me your best!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 15m x 12m for apparatus and group work
Surface Check
Non-slip surface, clear of obstacles, apparatus areas properly matted
Equipment Safety
Safety Checks
- •All apparatus checked for stability and correct assembly
- •Adequate matting around and under apparatus
- •No damaged or worn equipment in use
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions during group movements
- •Strain from lifting apparatus
- •Overexertion during sequences
Risk Mitigation
- •Proper apparatus setup and safety checks
- •Clear boundaries and adequate spacing between groups
- •Two-person lifting policy for all apparatus
- •Progressive skill building and appropriate challenges
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations
- •Close supervision during apparatus work
- •Monitor fatigue levels throughout lesson
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid, contact emergency services if required