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Lesson 1 - Group Sequence Creation

Musical Performance Collaboration

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Year 6

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Gymnastics

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Big Question

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

Gymnastics Mats

7 large mats

Distributed around activity space, some overlapping for safety

Alternative: Crash mats or tumbling mats

Benches

4-6 benches

Various heights, securely positioned with mats underneath

Alternative: Low apparatus or boxes

Apparatus

Selection of boxes, tables, beams

Maximum height 1 metre, all equipment checked for stability

Alternative: Stackable gym equipment

Ribbons

4-6 rhythmic gymnastics ribbons

Only for advanced groups, stored safely when not in use

Alternative: Scarves or streamers

Tennis Balls

4-6 small balls

For advanced compositional work, must be controlled throughout

Alternative: Bean bags

Key Vocabulary

Asymmetry

A compositional idea where body parts or group formations are deliberately unbalanced or irregular

Sequence

A series of connected gymnastics movements performed in order with smooth transitions

Canon

When the same movement is performed by different people at different times, like a round

Unison

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

Weight on hands

Supporting body weight using hands as the base, including handstands, cartwheels, bunny hops

Partner balance

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

Groups can independently select appropriate elements for all members

Sequences flow smoothly between floor and apparatus

Clear evidence of compositional planning and asymmetrical work

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