Lesson 1 - Group Sequence Creation
Musical Performance Collaboration
•Year 6
•Gymnastics
•Start Planning Better PE Lessons
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How can we work collaboratively to create a gymnastics sequence that showcases our combined strengths and creativity?
Learning Objectives
- To work collaboratively with others in a small group situation to create a 10-element sequence
- To create a sequence using both floor and apparatus work with appropriate element selection
- To include asymmetry and varied compositional ideas in sequence construction
Key Outcomes
- Students will successfully collaborate to create and perform a 10-element group sequence
- Students will demonstrate safe use of both floor space and apparatus in their sequences
- Students will show understanding of compositional ideas including asymmetry, levels, and timing
Equipment & Resources Required
Distributed around activity space, some overlapping for safety
Alternative: Crash mats or tumbling mats
Various heights, securely positioned with mats underneath
Alternative: Low apparatus or boxes
Maximum height 1 metre, all equipment checked for stability
Alternative: Stackable gym equipment
Only for advanced groups, stored safely when not in use
Alternative: Scarves or streamers
For advanced compositional work, must be controlled throughout
Alternative: Bean bags
Key Vocabulary
A compositional idea where body parts or group formations are deliberately unbalanced or irregular
A series of connected gymnastics movements performed in order with smooth transitions
When the same movement is performed by different people at different times, like a round
When all group members perform the same movement at exactly the same time
Supporting body weight using hands as the base, including handstands, cartwheels, bunny hops
A balance position that requires two people working together for support or counter-balance
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastics elements including rolls, balances and jumps
- Experience working safely on apparatus
- Understanding of sequence creation and performance
Current Skills
- Collaborative sequence planning and element selection
- Integration of floor and apparatus work
- Application of compositional ideas including asymmetry
Next Steps
- More complex partner and group balances
- Advanced apparatus combinations
- Competition-style routine development
Milestone Indicators
Key Teaching Points
- All group members must be able to perform chosen elements confidently and safely
- Asymmetry enhances visual appeal but must not compromise safety or flow
- Smooth transitions between floor and apparatus work are essential for sequence quality
- Collaborative planning requires all voices to be heard and respected
- Compositional ideas should enhance rather than complicate the basic sequence
- Quality and teamwork are more important than difficulty of individual elements
- Feedback should be specific, constructive and focused on improvement opportunities
Common Misconceptions
- Asymmetry means uncontrolled or unsafe positioning - clarify it's about intentional visual variety
- More difficult elements automatically make better sequences - emphasise quality and flow over difficulty
- Only gymnastic specialists can create good sequences - celebrate collaborative achievement at all levels
- Apparatus work must be separate from floor work - demonstrate integrated transitions
- Group sequences should look identical to individual work - highlight benefits of collaborative creativity
SEN Adaptations
ADHD
- Shorter planning segments, regular movement breaks, clear boundaries and expectations for group work
dyspraxia
- Extra demonstration time, simplified sequence options, partner support for complex movements
autism spectrum
- Clear structure with visual sequence cards, designated roles within groups, quiet spaces available if needed
visual impairment
- Clear verbal descriptions of apparatus layout, tactile exploration of equipment, buddy system for navigation
hearing impairment
- Visual demonstrations of all skills, written sequence plans, clear visual signals for group coordination
physical disability
- Modified apparatus heights, alternative elements for different mobility levels, focus on achievable contributions
Cross-Curricular Links
Maths
Counting sequence elements, measuring apparatus heights, calculating group formations and spacing
Science
Understanding balance and forces, exploring gravity and momentum in gymnastics movements
Art
Creating visually appealing sequences, understanding asymmetry and composition in movement
PSHE
Teamwork skills, leadership development, giving and receiving constructive feedback
Teacher Guidance
Positioning
Central location with clear sight lines to all groups, mobile supervision during practice phases
Observation Focus
Group collaboration, safe apparatus use, appropriate challenge level, inclusive participation
Intervention Points
Step in if safety compromised, group dynamics break down, or students attempt skills beyond capability
Demonstration Notes
Model collaborative decision-making, show safe apparatus transitions, demonstrate asymmetrical formations clearly
Verbal Cues
- •'Everyone contributes an idea!'
- •'Safety first, then creativity!'
- •'Can all group members do this confidently?'
- •'Show me your asymmetrical formation!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium minimum 15m x 20m with adequate ceiling height for apparatus work
Surface Check
Non-slip surface free from obstacles, with appropriate matting under all apparatus
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned to cover all landing areas
- •Maximum apparatus height of 1 metre for this age group
- •Clear pathways between apparatus stations
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions during group work
- •Overexertion during complex partner balances
- •Inadequate spotting during advanced elements
Risk Mitigation
- •Continuous supervision of apparatus work
- •Clear group spacing and movement protocols
- •Progressive skill building with safety checks
- •Peer spotting training and teacher demonstration
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all apparatus stations
- •Circulate to monitor group dynamics and safety
- •Be alert to fatigue levels and group cooperation issues
Emergency Procedures
Immediate stop signal established, first aid kit accessible, clear evacuation routes maintained