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Lesson 6 - Group Sequences with Flight and Canon

Mastering Flight: From Individual Control to Collaborative Sequences

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Year 6

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Gymnastics

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1h 22min

Big Question

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

Gymnastics Mats

6 stations (benches, boxes, tables)

Positioned around apparatus stations and open floor areas

Alternative: Crash mats, folding mats

Coloured Cones

4 different colours

Placed in corners for assessment grouping activity

Alternative: Coloured bibs, markers

Stopwatch

For timing apparatus setup challenge

Alternative: Phone timer, wall clock

Video Device

1 tablet/camera

For capturing sequences for assessment and feedback purposes

Alternative: Phone camera, video recorder

Key Vocabulary

Canon

When group members perform the same movement one after another in sequence, like a Mexican wave

Unison

When all group members perform the same movement at exactly the same time

Flight

Any movement where both feet leave the ground simultaneously, creating airborne time

Leapfrog

A jump where you place hands on a partner's back and spring over them with legs wide

Cat Spring

A dynamic movement where you spring from feet to hands to feet, like a cat pouncing

Sequence

A series of connected gymnastics movements performed in a specific order

Pathway

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

Consistent timing in group performances

Smooth transitions between flight and ground movements

Clear demonstration of canon and unison concepts

Confident performance on varied apparatus

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