Lesson 8 - Formations & Group Sequences
Individual to Team Mastery
•Year 6
•Gymnastics
•Start Planning Better PE Lessons
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How can we use formations and compositional devices to create outstanding group gymnastics sequences?
Learning Objectives
- To combine and perform gymnastic actions, shapes and balances with control and fluency in group formations
- To create sequences using compositional devices including canon and synchronisation to improve quality
- To evaluate performances and provide constructive feedback to improve sequences
Key Outcomes
- Students will perform complex group sequences with three clear formations
- Students will demonstrate understanding of compositional devices in their sequences
- Students will provide specific feedback using gymnastic terminology
Equipment & Resources Required
Distribute around hall perimeter for collection
Alternative: Bean bags, hoops for warm-up activity
Groups of 3-4 mats per apparatus station
Alternative: Carpet tiles for basic floor work
Space evenly around hall with safety zones
Alternative: Benches, boxes, or low platforms
Ensure stable placement with mats underneath
Alternative: Gym benches or low apparatus
Position with clear space around for safety
Alternative: Low beams or marked lines on floor
Key Vocabulary
The spatial arrangement of performers in relation to each other
When performers do the same movement one after another
When all performers do the same movement at exactly the same time
Techniques used to make sequences more interesting and varied
A series of movements linked together smoothly
Gymnastics equipment used to enhance movements and sequences
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Individual gymnastic actions and balances
- Basic sequence creation
- Simple partner work
- Understanding of levels and directions
Current Skills
- Group formation work
- Compositional devices (canon and synchronisation)
- Complex sequence creation with apparatus
- Peer assessment and feedback
Next Steps
- Advanced compositional techniques
- Performance for wider audiences
- Choreographing sequences for specific themes
- Teaching others gymnastic skills
Milestone Indicators
Key Teaching Points
- Formations create visual interest and demonstrate spatial awareness in group work
- Compositional devices like canon and synchronisation elevate sequence quality significantly
- Quality of individual actions must be maintained even within group coordination
- Effective planning and communication are essential for successful group sequences
- Peer assessment develops critical analysis skills and technical vocabulary
- Safety in group work requires awareness of others and controlled movement
- Performance confidence grows through practice and supportive feedback
Common Misconceptions
- Thinking formations are just about where people stand rather than spatial relationships
- Believing faster sequences are automatically better than controlled, slower ones
- Assuming all group members must do identical actions rather than complementary ones
- Focusing only on individual technique rather than group coordination
- Thinking peer assessment is about finding faults rather than improving performance
- Believing apparatus is just decoration rather than integral to sequence design
SEN Adaptations
ADHD
- Shorter planning phases, clear role assignments, regular movement breaks, immediate feedback
dyspraxia
- Additional practice time for coordination, simplified formations initially, step-by-step sequence building
autism spectrum
- Clear sequence structure provided, predictable routines, quiet practice time available, visual schedules
visual impairment
- Clear verbal descriptions of formations, tactile guidance for apparatus positioning, buddy system for spatial orientation
hearing impairment
- Visual signals for timing, written instruction cards, demonstrations rather than verbal explanations
physical disability
- Adapted formations to include seated or supported positions, modified apparatus use, alternative roles in sequences
Cross-Curricular Links
English
Technical vocabulary development, clear communication, descriptive language for feedback
Science
Forces and balance in gymnastics, momentum and movement, teamwork and coordination concepts
Art
Composition and design principles, visual impact, creativity in movement patterns
Geography
Spatial awareness, mapping group positions, understanding of different perspectives and viewpoints
Mathematics
Geometric shapes in formations, counting beats for timing, spatial relationships and angles
PSHE
Cooperation and teamwork, constructive feedback, building confidence, leadership skills
Teacher Guidance
Positioning
Central position with clear view of all apparatus stations, move between groups during development
Observation Focus
Group cooperation, formation clarity, compositional device execution, individual technique quality
Intervention Points
When apparatus safety compromised, group dynamics breaking down, or technique significantly deteriorating
Demonstration Notes
Use confident body language for performance, show clear formation positions, demonstrate timing for compositional devices
Verbal Cues
- •'Formation change coming up!'
- •'Together on three... one, two, three!'
- •'Hold that balance... 5, 4, 3, 2, 1!'
- •'Flow into the next formation'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 15m x 20m with apparatus stations around perimeter
Surface Check
Non-slip surface, clean and dry, adequate ceiling height for elevated movements
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned appropriately around apparatus
- •Safe lifting and carrying procedures demonstrated
- •Emergency stop signals established
Risk Management
Key Risks
- •Apparatus-related falls or collisions
- •Group coordination failures leading to collisions
- •Overconfidence in attempting advanced skills
- •Fatigue affecting control and safety
Risk Mitigation
- •Clear apparatus setup and safety zones established
- •Gradual progression from simple to complex movements
- •Continuous monitoring of group coordination
- •Regular breaks and technique checks
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all apparatus stations
- •Monitor group dynamics for safe cooperation
- •Watch for fatigue and loss of concentration
- •Ensure apparatus remains stable throughout lesson
Emergency Procedures
Stop signal recognised by all, first aid available, clear evacuation route maintained