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Lesson 6 - Timed Sequences with Music

Musical Performance Collaboration

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Year 6

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Gymnastics

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Big Question

How can we use music and timing to create powerful, engaging gymnastics performances?

Learning Objectives

To create and perform a 10-element gymnastics sequence within a 1-minute time limit
To demonstrate strength, flexibility and smooth transitions in sequence work
To adapt and refine sequences to fit musical timing and performance requirements

Key Outcomes

Students will perform a coordinated group sequence lasting exactly 1 minute
Students will demonstrate improved timing and musical awareness in gymnastics
Students will evaluate and improve their performances based on time constraints

Equipment & Resources Required

Gymnastics Mats

2-3 benches, 2-3 boxes/vaults

Distributed around hall perimeter for group practice areas

Alternative: Yoga mats or carpet squares

Tunnel Systems

1 system with clear speakers

Central position for clear audio throughout hall

Alternative: Tablet/phone with portable speaker

Stopwatch

1 per group (4-6 total)

One group member designated as timekeeper

Alternative: Smartphone timer apps

Cones

20-30 markers

For defining performance areas and tag game boundaries

Alternative: Spots or hoops

Performance area layout showing central space and...

diagram

Performance area layout showing central space and horseshoe audience arrangement

Key Vocabulary

Sequence

A series of gymnastics movements performed in a specific order with smooth transitions

Time Limit

A specific duration that a performance must fit within, usually measured in minutes or seconds

Elements

Individual gymnastics skills or movements that make up a sequence

Transitions

The movements that connect one element to another in a sequence

Tempo

The speed or rhythm of movement, often matched to music

Apparatus

Gymnastics equipment such as mats, benches, or boxes used to enhance sequences

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic gymnastics elements from Units 1 & 2
Understanding of strength and flexibility movements
Experience working in small groups
Basic sequence creation skills

Current Skills

Timing sequences to fit specific time limits
Using music to enhance gymnastics performance
Creating complex multi-element sequences
Performing with confidence to an audience

Next Steps

Advanced apparatus work and complex sequences
Competition-style gymnastics routines
Teaching and coaching others
Creating original choreographed pieces

Milestone Indicators

Sequences consistently last 55-65 seconds

Smooth transitions between all elements

Confident performance to audience

Ability to self-assess and improve timing

Key Teaching Points

One minute feels different with different music - help children understand this
Quality transitions are more important than difficult elements for timing success
Planning sequences on paper first prevents confusion during practice
Breaking sequences into 10-second chunks makes timing manageable
Performance confidence grows through supportive audience and positive feedback
Strength and flexibility elements should be clearly identifiable in sequences
Group cooperation is essential for successful sequence creation and timing

Common Misconceptions

Faster sequences are always better - actually, controlled timing is the goal
More elements automatically make sequences better - quality and flow matter more
Perfect timing happens immediately - it requires practice and adjustment
Only the most flexible/strong can succeed - timing skills are achievable by all
Sequences must be exactly 60 seconds - close timing (55-65 seconds) shows good understanding

SEN Adaptations

ADHD

Shorter sequence sections initially, regular movement breaks, clear timing boundaries with visual supports

dyspraxia

Simplified element choices, extra practice time for coordination, visual sequence cards to support memory

autism spectrum

Clear structure with visual schedule, predictable timing routines, quiet space available if overwhelmed by performance

visual impairment

Use clear verbal descriptions of timing, provide tactile timing cues through clapping or drumming, buddy system for spatial awareness

hearing impairment

Visual timing signals, vibration cues for music start/stop, written sequence plans with visual timing markers

physical disability

Modified elements appropriate to ability, seated sequence options, focus on achievable timing goals rather than specific elements

Cross-Curricular Links

English

Performance vocabulary, descriptive language for feedback, presenting sequences to audience

Music

Understanding tempo, rhythm, and musical phrasing in movement, connecting beat to gymnastics timing

PSHE

Teamwork and cooperation, resilience when facing timing challenges, celebrating others' achievements

Teacher Guidance

Positioning

Central position with clear sight lines to all groups, mobile during practice phases

Observation Focus

Watch for timing awareness, sequence quality, group cooperation, and safety

Intervention Points

["Step in if timing frustration becomes counter-productive", "Support groups struggling with sequence planning", "Ensure all children participate actively in group work"]

Demonstration Notes

Use clear, exaggerated movements to show timing concepts, demonstrate with confident volunteer groups when possible

Verbal Cues

•'Smooth transitions!'
•'Listen to the music!'
•'Quality over speed!'
•'Support your teammates!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m hall space, clear of obstacles with non-slip surface

Surface Check

Dry, even surface free from hazards, proper gymnastics mats available for floor work

Equipment Safety

Safety Checks

•Check mats are properly positioned and not torn
•Ensure apparatus (if used) is stable and age-appropriate
•Music system positioned safely away from performance area
•Stopwatches have secure straps to prevent dropping

Risk Management

Key Risks

•Collisions between groups during practice
•Over-stretching during sequences
•Falls from apparatus
•Loss of control during faster-paced sequences

Risk Mitigation

•Clear boundaries established between group practice areas
•Gradual progression from slow to timed sequences
•Proper warm-up and cool-down procedures
•Supervised apparatus use only
•Emphasis on control over speed

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all groups simultaneously
•Monitor apparatus users closely if included
•Watch for signs of fatigue affecting safety
•Ensure respectful audience behaviour during performances

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, clear performance area if needed