Lesson 5 - Unison & Canon in Flight
Flight & Apparatus Sequences
•Year 6
•Gymnastics
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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
Distributed around the hall with safe spacing
Alternative: Crash mats or exercise mats
Set up safely around the hall at appropriate heights
Alternative: Chairs or sturdy platforms
Available for advanced groups as needed
Alternative: Bean bags or small cones
Key Vocabulary
A compositional device where the same actions are performed at the same time by multiple performers
A compositional device where performers follow the same sequence but start at different times
Moments in gymnastics where both feet leave the ground simultaneously
Techniques used to structure and organise gymnastic sequences for visual effect
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
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