Mastering Flight: From Individual Control to Collaborative Sequences
•Year 6
•Gymnastics
•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
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
Understanding where pupils are coming from and where they're going
Counting beats for timing in canon sequences, measuring distances for apparatus spacing, calculating angles for flight trajectories, timing sequences with stopwatches
Understanding forces in flight movements, gravity and balance in gymnastics positions, physics of levers and momentum in apparatus work, body systems response to exercise
Creating artistic sequences with aesthetic appeal, expressing creativity through movement, understanding composition and flow in choreography
Rhythm and timing concepts applied to movement, coordinating group work with musical principles, understanding tempo and beat in sequences
Teamwork and collaboration in group tasks, building confidence through performance, respect and consideration for others, resilience when facing challenges
Move continuously around the space to observe all groups, position near apparatus during equipment work for immediate intervention if needed
Watch for safe landing technique in flight movements, effective group communication and timing, appropriate use of apparatus within safety limits
Step in if students attempt movements beyond their ability, if group dynamics become negative, or if safety rules are being ignored
Use confident students to demonstrate good technique, emphasise key teaching points through clear visual examples, break down complex movements into manageable steps
Large hall minimum 15m x 20m with additional height clearance for flight movements
Clean, dry, non-slip surface free from obstacles and hazards
Stop activity immediately, assess injury, provide appropriate first aid, follow school protocols for serious injuries
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