New
New
Year 5

Group jumping sequences; turning, canon, unison, levels and direction

I can create a jumping sequence in groups incorporating canon, unison and changes in level and direction on a variety of apparatus.

New
New
Year 5

Group jumping sequences; turning, canon, unison, levels and direction

I can create a jumping sequence in groups incorporating canon, unison and changes in level and direction on a variety of apparatus.

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Lesson details

Key learning points

  1. Move: quality sequences demonstrate accurate fluidity between the jumps with control and extension on and off apparatus.
  2. Move: using changes in level and direction, canon and unison requires accurate timings and fluidity between the jumps.
  3. Think: knowing how to create the sequence with flow, including all the components, relies on careful planning.
  4. Feel: integrity enables us to strive to create a quality sequence including all the components.
  5. Connect: performing our jumping sequence with accurate timings in canon and unison requires trust and communication.

Keywords

  • Levels - creating movements and balances that are performed using different heights either on the floor or on apparatus

  • Direction - changing the course along which we are moving

  • Sequence - combination of controlled movements and balances that have been linked together in a particular order

Common misconception

As pupils add more and more elements to their sequences, the quality of their performance decreases. There may be issues with group dynamics as pupils work in bigger group sizes.

Stress the importance of only moving on to add another element to the sequence once all members of the group are ready to move on. Pupils may have to delegate a leader or be encouraged to listen to each other when working in bigger groups.


To help you plan your year 5 physical education lesson on: Group jumping sequences; turning, canon, unison, levels and direction, download all teaching resources for free and adapt to suit your pupils' needs...

Pupils may have to consider adapting their sequences when working with bigger groups so that all pupils can perform the jumps and movements. Some pupils may also take over all the decisions that are made in the group. Therefore, try to ensure that all voices within the group are listened to.
Teacher tip

Equipment

1 mat between 2, 4 benches, 4 agility tables

Content guidance

  • Risk assessment required - physical activity

Supervision

Adult supervision required

Licence

This content is © Oak National Academy Limited (2025), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).

Prior knowledge starter quiz

Download quiz pdf

4 Questions

Q1.
Which of the following skills would help improve your timing when performing a sequence with a partner/group?

confidence
Correct answer: communication
creativity

Q2.
What should we try to avoid in our sequences?

Correct answer: long pauses
fluidity
control

Q3.
If we always strive to create a high quality sequence we are showing ...

laziness.
Correct answer: integrity.
fluidity.

Q4.
Which qualities are important when performing jumps in a sequence?

Correct answer: control and extension
speed and power
unison and canon

Assessment exit quiz

Download quiz pdf

4 Questions

Q1.
If we continue to strive to create a high quality sequence, we are showing ...

independence.
impulsiveness.
Correct answer: integrity.

Q2.
When working as a group, which of the following skills is important in developing a high quality sequence?

Correct answer: communication
confrontation
consideration

Q3.
Which of the following improves the quality of your sequence?

arguments
Correct answer: accurate timing
pauses

Q4.
Which of these could we change within a sequence to improve the quality of our performance?

Correct answer: level and direction
start and finish
speed and power