Lesson 4 - Group Patterns and Pathways
Musical Performance Collaboration
•Year 6
•Gymnastics
•Start Planning Better PE Lessons
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How can working together as a group create more spectacular and complex movement patterns than working alone?
Learning Objectives
- Work collaboratively as part of a group to create and perform interesting movement patterns
- Create and perform pathways and patterns as a group using different formations
- Use single action routines to develop complex pathway sequences with compositional variety
Key Outcomes
- Students will demonstrate the ability to work as part of a coordinated group to create movement patterns
- Students will create at least three different group pathway patterns using various travel actions
- Students will refine their existing ten element sequence by incorporating group patterns with compositional elements
Equipment & Resources Required
Arranged in scattered formation around the space with clear pathways between
Alternative: Yoga mats or movement mats
Available for extension activities, positioned safely at space edges
Alternative: Steps or raised platforms
Positioned for clear sound throughout the hall
Alternative: Tablet with portable speaker
Displayed where all groups can see during planning phases
Alternative: Whiteboard with quick drawings
Key Vocabulary
When all group members perform the same movement at exactly the same time
When group members perform the same movement one after another in sequence
The shape or arrangement that a group makes during movement patterns
The route or direction that movement takes through space
A repeated or structured arrangement of movements or positions
The use of height, speed, direction, and levels to make movement more interesting
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students have developed individual ten element sequences
- Understanding of basic gymnastics actions and shapes
- Experience working in pairs for movement patterns
- Knowledge of pike, straddle, arch, dish, and tuck positions
Current Skills
- Creating coordinated group movement patterns
- Developing pathways using various formations
- Integrating group work into existing sequences
- Understanding cannon and unison dynamics
Next Steps
- Applying group patterns to apparatus work
- Creating complex sequences with multiple pattern changes
- Performance and evaluation of group gymnastics routines
- Teaching and leading group pattern sessions
Milestone Indicators
Key Teaching Points
- Group coordination requires clear timing and communication - demonstrate counting aloud
- Formation clarity is essential for visual impact - emphasise defined shapes and spacing
- Unison creates power, cannon creates flow - show distinct differences in effect
- Integration should enhance, not replace existing sequence work
- Safety through controlled movement is more important than speed or complexity
- Creative problem-solving in groups develops both gymnastics and life skills
- Compositional elements (height, speed, direction) transform simple patterns into spectacular displays
Common Misconceptions
- Faster timing always looks better - actually controlled timing creates more impact
- All group members must do exactly the same thing - variations can enhance patterns
- Complex patterns are always better - simple patterns executed well are more effective
- Group patterns are just for shows - they develop essential coordination and teamwork skills
- You can't be creative within structured group work - structure actually enables greater creativity
SEN Adaptations
ADHD
- Clear boundaries for movement areas, frequent position changes, leadership roles to maintain engagement
dyspraxia
- Simplified timing patterns, extra practice time, use of visual cues for spatial awareness
autism spectrum
- Clear structure with visual schedule, defined personal space within group, consistent routine patterns
visual impairment
- Use verbal descriptions of formations, partner with sighted peer, use tactile cues for positioning and timing
hearing impairment
- Visual timing cues and hand signals, written instruction cards, vibration cues for rhythm
physical disability
- Adapt patterns for wheelchair or seated participation, focus on upper body or modified movements
Cross-Curricular Links
Science
Forces and motion in group dynamics, understanding of rhythm and timing, body systems working together
Music
Rhythm and timing coordination, understanding of unison and canon musical concepts
PSHE
Teamwork and collaboration skills, leadership development, building confidence through group achievement
Teacher Guidance
Positioning
Central position during demonstrations, circulating during group work for individual feedback and safety monitoring
Observation Focus
Group coordination, timing accuracy, creative problem-solving, safety awareness, integration quality
Intervention Points
When groups struggle with timing coordination, when creativity stalls, when safety is compromised, when integration challenges arise
Demonstration Notes
Use four confident students for all group demonstrations, emphasise timing through counting aloud, show contrasts between unison and cannon clearly
Verbal Cues
- •'Together on three, two, one!'
- •'Make your formation shape really clear!'
- •'Think about the visual impact!'
- •'Timing is more important than speed!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium with minimum 15m x 20m clear area, suitable for group movement patterns
Surface Check
Clean, dry, non-slip surface free from obstacles, mats securely positioned
Equipment Safety
Safety Checks
- •Check all mats are flat and secure with no curled edges
- •Ensure adequate spacing between group working areas
- •Any apparatus used must be stable and appropriate height
Risk Management
Key Risks
- •Collisions during group pattern work
- •Falls during travel actions
- •Overexertion during complex sequences
Risk Mitigation
- •Clear boundaries established for each group working area
- •Emphasis on controlled timing rather than speed
- •Progressive building from simple to complex patterns
- •Regular breaks and heart rate monitoring
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all groups simultaneously
- •Move between groups to provide close supervision
- •Monitor fatigue levels throughout lesson
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, have clear evacuation route planned