Sequence work in groups combining concepts
Lesson details
Learning outcome
I can work as part of a group to design a sequence that must include group symmetrical and asymmetrical balances linked by movements in both canon and unison.
Key learning points
- Move: quality sequences must consistently show control, extension, accurate timing and fluidity from start to finish.
- Think: designing a group sequence to include all the required components shows decision making and resourcefulness.
- Connect: listening to everyone's ideas and ensuring everyone is included and enjoying their learning requires respect.
- Feel: motivating everyone to keep trying their best to develop the sequences further demonstrates responsibility.
Keywords
Design - creating a plan for how something should be put together
Sequence - combination of controlled movements and balances that have been linked together in a particular order
Group - several people working together as a unit
Common misconception
Pupils insist on including the movements and balances that they want to perform as part of the sequence, even if some members of the group cannot perform these correctly.
Groups need to agree on the movements and balances that they are including in the sequence and ensure everyone is able to perform them correctly and safely.
Teacher tip
Group your pupils carefully to ensure there is a mix of leaders and creative thinkers to support the sequence design.
Equipment
1-2 mats between 4 pupils (optional)
Content guidance
Risk assessment required - physical activity
Supervision
Adult supervision required
Licence
Prior knowledge starter quiz
4 Questions
Q1.What do we mean by designing a sequence?
Q2.What actions can we combine when creating a sequence?
Q3.In what way can you change a balance to challenge your creative thinking?
Q4.What can showing respect to your partner help you with as you create a sequence together?
Assessment exit quiz
4 Questions
Q1.Who in our group do we need to show respect to and listen to?
Q2.When designing a group sequence, which of the required components do we need to include?
Q3.Why should we avoid including movements in our sequence that we can’t all perform?
Q4.What have you created if you link movements and balances together in a particular order?
To help you plan your 4 physical education lesson on: Sequence work in groups combining concepts, download all teaching resources for free and adapt to suit your pupils' needs...
To help you plan your 4 physical education lesson on: Sequence work in groups combining concepts, download all teaching resources for free and adapt to suit your pupils' needs.
The starter quiz will activate and check your pupils' prior knowledge, with versions available both with and without answers in PDF format.
We use learning cycles to break down learning into key concepts or ideas linked to the learning outcome. Each learning cycle features explanations with checks for understanding and practice tasks with feedback. All of this is found in our slide decks, ready for you to download and edit. The practice tasks are also available as printable worksheets and some lessons have additional materials with extra material you might need for teaching the lesson.
The assessment exit quiz will test your pupils' understanding of the key learning points.
Our video is a tool for planning, showing how other teachers might teach the lesson, offering helpful tips, modelled explanations and inspiration for your own delivery in the classroom.
Explore more key stage 2 physical education lessons from the Gymnastics: symmetry and asymmetry unit, dive into the full primary physical education curriculum, or learn more about lesson planning.