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Lesson 5 - Unison & Canon in Flight

Flight & Apparatus Sequences

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Year 6

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Gymnastics

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Big Question

How can we use timing and coordination to create powerful visual effects in gymnastics sequences?

Learning Objectives

To devise and lead pulse-raising warm-up activities with a partner
To create paired flight sequences demonstrating both unison and canon
To apply compositional devices effectively in small group sequences

Key Outcomes

Students will demonstrate leadership skills by creating and leading warm-up activities
Students will perform synchronized movements with precise timing and coordination
Students will create sequences combining flight, apparatus work, and compositional devices

Equipment & Resources Required

Gymnastics Mats

1 per pair (15)

Distributed around the hall with safe spacing

Alternative: Crash mats or exercise mats

Apparatus

Various pieces (benches, boxes, tables)

Set up safely around the hall at appropriate heights

Alternative: Chairs or sturdy platforms

PE Equipment

Small balls, hoops, throw-down spots (optional)

Available for advanced groups as needed

Alternative: Bean bags or small cones

Key Vocabulary

Unison

A compositional device where the same actions are performed at the same time by multiple performers

Canon

A compositional device where performers follow the same sequence but start at different times

Flight

Moments in gymnastics where both feet leave the ground simultaneously

Compositional device

Techniques used to structure and organise gymnastic sequences for visual effect

Synchronization

The coordination of timing between performers to achieve unison

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Understanding of basic canon from previous lessons
Ability to perform simple gymnastic actions
Experience working in pairs and small groups

Current Skills

Creating and leading warm-up activities
Performing actions in precise unison
Combining flight with apparatus work

Next Steps

Advanced sequence composition
Performance quality and artistry
Creating longer, more complex sequences

Milestone Indicators

Students can explain the difference between unison and canon

Students perform actions simultaneously with accurate timing

Students create sequences that flow smoothly between compositional devices

Key Teaching Points

Unison requires precise timing and identical actions
Canon creates follow-the-leader effects with delayed timing
Both devices can be combined for varied visual impact
Flight elements must include safe takeoff and landing
Apparatus work requires constant safety awareness
Partnership skills are essential for effective sequences
Audience perspective should influence compositional choices

Common Misconceptions

Thinking unison just means 'doing it together' without precision
Confusing canon with simply taking turns
Believing more complex always means better sequences
Not understanding that timing is more important than difficulty
Assuming apparatus is necessary for effective sequences

SEN Adaptations

ADHD

Short, varied activities with clear structure, regular movement breaks, specific roles and responsibilities

dyspraxia

Simplified sequences initially, extra practice time, clear demonstrations with step-by-step breakdown

autism spectrum

Clear routines and expectations, visual schedule of activities, quiet space available if needed

visual impairment

Use clear verbal counting and tactile signals, buddy system for spatial awareness, describe formations clearly

hearing impairment

Use visual signals and demonstrations, written instructions on boards, hand signals for timing

physical disability

Adapted movements using available range of motion, wheelchair-accessible apparatus or floor alternatives

Cross-Curricular Links

English

Following and giving instructions, using specific vocabulary accurately, describing and evaluating performances

Science

Forces involved in jumping and landing, momentum and acceleration in flight, coordination and balance systems

Art

Composition and visual impact, creating patterns and formations, aesthetic appreciation of movement

Mathematics

Counting and timing for synchronization, symmetry in formations, geometric patterns in pathways

Music

Rhythm and timing, call and response patterns similar to canon, ensemble coordination

Teacher Guidance

Positioning

Central position with clear sightlines to all groups, move around to provide individual feedback

Observation Focus

Watch for timing accuracy, safety awareness, and quality of partnership working

Intervention Points

Step in when safety is compromised, students are struggling with concepts, or groups are off-task

Demonstration Notes

Use students to demonstrate whenever possible, always show contrasts clearly, repeat demonstrations if needed

Verbal Cues

•'Count together: 1, 2, 3, GO!'
•'Watch each other, not just yourselves'
•'Remember - together for unison, follow-the-leader for canon'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium, minimum 15m x 20m clear space

Surface Check

Non-slip surface, free from water or debris, appropriate for gymnastics

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Appropriate height apparatus for Year 6 students
•Mats positioned correctly around apparatus
•No damaged or worn equipment in use

Risk Management

Key Risks

•Collisions during group work
•Falls from apparatus
•Injuries during flight elements
•Overconfidence leading to unsafe attempts

Risk Mitigation

•Clear boundaries established for each group
•Progressive skill building from simple to complex
•Teacher positioned for optimal supervision
•Students reminded of safety rules before apparatus use

Supervision & Emergency Procedures

Supervision Points

•Position to observe all apparatus work
•Monitor energy levels and maintain focus
•Intervene if students attempt movements beyond ability

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact emergency services if required