Lesson 6 - Group Sequences with Flight and Canon
Mastering Flight: From Individual Control to Collaborative Sequences
•Year 6
•Gymnastics
•Start Planning Better PE Lessons
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How can we create spectacular group gymnastics sequences that showcase different levels of flight whilst performing in perfect unison and canon?
Learning Objectives
- Explore different levels in sequences to include flight and travelling close to the ground
- Work collaboratively to create and perform group sequences
- Demonstrate understanding of canon and unison timing in group performances
Key Outcomes
- Students will perform group sequences incorporating varied flight and ground-level movements
- Students will demonstrate clear understanding of canon and unison timing
- Students will link skills effectively to create flowing sequences with defined start and finish positions
Equipment & Resources Required
Positioned around apparatus stations and open floor areas
Alternative: Crash mats, folding mats
Placed in corners for assessment grouping activity
Alternative: Coloured bibs, markers
For timing apparatus setup challenge
Alternative: Phone timer, wall clock
For capturing sequences for assessment and feedback purposes
Alternative: Phone camera, video recorder
Key Vocabulary
When group members perform the same movement one after another in sequence, like a Mexican wave
When all group members perform the same movement at exactly the same time
Any movement where both feet leave the ground simultaneously, creating airborne time
A jump where you place hands on a partner's back and spring over them with legs wide
A dynamic movement where you spring from feet to hands to feet, like a cat pouncing
A series of connected gymnastics movements performed in a specific order
The route or direction your body travels through space during movement
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Individual flight movements and basic jumps
- Simple gymnastics shapes and balances
- Basic understanding of apparatus safety
- Experience working in pairs for gymnastics activities
Current Skills
- Creating group sequences with flight elements
- Understanding and applying canon and unison timing
- Linking skills in flowing sequences
- Performing leapfrogs and cat springs safely
Next Steps
- Advanced choreography with complex timing patterns
- Leadership roles in gymnastics demonstrations
- Competitive gymnastics sequences
- Teaching and coaching younger students
Milestone Indicators
Key Teaching Points
- Canon and unison timing requires clear communication and trust between group members
- Flight movements must prioritise safety through proper take-off and landing technique
- Group sequences work best when everyone has a meaningful role and contribution
- Apparatus work demands constant safety awareness and appropriate risk assessment
- Quality movement comes from practice, patience and positive group dynamics
- Self-assessment skills develop through honest reflection and specific success criteria
- Creative choreography emerges when students feel safe to experiment and take appropriate risks
Common Misconceptions
- Canon means 'loud' or 'powerful' rather than 'one after another in sequence'
- Flight movements are about height rather than control and technique
- Group work means everyone does exactly the same thing rather than coordinated different roles
- Apparatus automatically makes movements more impressive regardless of technique quality
- Gymnastics sequences must be serious rather than expressive and creative
- Assessment is about comparison with others rather than personal progress and understanding
SEN Adaptations
ADHD
- Frequent activity changes to maintain engagement, clear boundaries and expectations, leadership roles to channel energy positively, immediate feedback and praise
dyspraxia
- Extra practice time for coordination skills, simplified movement patterns initially, visual and verbal cues combined, celebration of effort over outcome
autism spectrum
- Clear visual schedule of lesson activities, consistent routines for apparatus setup, quiet zones available if overwhelmed, predictable group compositions
visual impairment
- Use bright coloured equipment for visibility, provide verbal descriptions of demonstrations, buddy system with sighted partner, tactile exploration of apparatus setup
hearing impairment
- Visual cues for timing instead of audio signals, written instruction cards available, sign language support if available, use of vibrating timers for rhythm
physical disability
- Adapted flight movements focusing on arm work, seated versions of group timing exercises, modified apparatus at appropriate heights, alternative roles in group work
Cross-Curricular Links
Maths
Counting beats for timing in canon sequences, measuring distances for apparatus spacing, calculating angles for flight trajectories, timing sequences with stopwatches
Science
Understanding forces in flight movements, gravity and balance in gymnastics positions, physics of levers and momentum in apparatus work, body systems response to exercise
Art
Creating artistic sequences with aesthetic appeal, expressing creativity through movement, understanding composition and flow in choreography
Music
Rhythm and timing concepts applied to movement, coordinating group work with musical principles, understanding tempo and beat in sequences
PSHE
Teamwork and collaboration in group tasks, building confidence through performance, respect and consideration for others, resilience when facing challenges
Teacher Guidance
Positioning
Move continuously around the space to observe all groups, position near apparatus during equipment work for immediate intervention if needed
Observation Focus
Watch for safe landing technique in flight movements, effective group communication and timing, appropriate use of apparatus within safety limits
Intervention Points
Step in if students attempt movements beyond their ability, if group dynamics become negative, or if safety rules are being ignored
Demonstration Notes
Use confident students to demonstrate good technique, emphasise key teaching points through clear visual examples, break down complex movements into manageable steps
Verbal Cues
- •'Soft landings with bent knees!'
- •'Wait for your turn in the canon!'
- •'Safety first, then creativity!'
- •'Support your group members!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall minimum 15m x 20m with additional height clearance for flight movements
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Gymnastics mats checked for thickness and integrity
- •Apparatus inspected before use and positioned safely
- •Adequate spacing between apparatus stations
- •All equipment carried by pairs following protocols
Risk Management
Key Risks
- •Collisions during flight movements and group work
- •Falls from apparatus or during leapfrog activities
- •Strains from inadequate warm-up or overexertion
- •Apparatus-related injuries from improper setup or use
Risk Mitigation
- •Thorough warm-up focusing on core strength and mobility
- •Progressive skill building from simple to complex movements
- •Clear boundaries and spacing for all activities
- •Constant supervision during apparatus work
- •Safety rules reinforced before each apparatus session
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations
- •Move continuously during group work to monitor safety
- •Maintain sight lines during flight activities
- •Be ready to intervene if unsafe practices observed
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, follow school protocols for serious injuries