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Lesson 4 - Group Patterns and Pathways

Musical Performance Collaboration

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Year 6

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Gymnastics

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Big Question

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

Gymnastics Mats

8-10 mats (1 per group of 4)

Arranged in scattered formation around the space with clear pathways between

Alternative: Yoga mats or movement mats

Apparatus

3 benches or low boxes

Available for extension activities, positioned safely at space edges

Alternative: Steps or raised platforms

Music Player

1 system

Positioned for clear sound throughout the hall

Alternative: Tablet with portable speaker

Cards

1 set showing formation shapes

Displayed where all groups can see during planning phases

Alternative: Whiteboard with quick drawings

Key Vocabulary

Unison

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

Cannon

When group members perform the same movement one after another in sequence

Formation

The shape or arrangement that a group makes during movement patterns

Pathway

The route or direction that movement takes through space

Pattern

A repeated or structured arrangement of movements or positions

Compositional Elements

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

Groups can perform three different formation patterns smoothly

Students can explain the difference between cannon and unison

Integration of group patterns into sequences shows clear compositional thought

Groups demonstrate leadership and cooperation skills

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