Symmetrical and asymmetrical learning on apparatus
Lesson details
Learning outcome
I can create a range of quality symmetrical and asymmetrical balances with a partner on apparatus.
Key learning points
- Move: quality balances require holding the balance still, extending the fingers and toes, on a range of apparatus.
- Think: using a range of ideas on apparatus to include different levels and connection points requires resourcefulness.
- Connect: listening to our partner’s ideas by communicating effectively enables us to select our preferred balances.
- Feel: trying our best to improve the ideas we create ensures that they are high quality.
Keywords
Quality - the good characteristics of the performance that suggest the movements and balances are performed correctly
Balance - maintaining a desired shape completely still
Apparatus - equipment made for a particular task
Common misconception
Pupils create 1 balance idea and think they are finished, instead of trying a range of ideas. Pupils only work on one part of the apparatus and fail to try a range of apparatus to create their ideas.
Explain to pupils that they must try out multiple ideas and use a range of apparatus in order to be successful.
Teacher tip
Provide pupils with lots of examples of high quality and highly creative balances to support throughout. Give pupils a specific area of the apparatus to focus on if they are finding it hard to create ideas.
Equipment
mats, benches, gymnastic tables, tambourine, climbing frames or wall bars
Content guidance
Risk assessment required - physical activity
Supervision
Adult supervision required
Licence
Prior knowledge starter quiz
4 Questions
Q1.If symmetrical balances are the same on each side, what are asymmetrical balances?
Q2.What is essential when creating a high-quality balance?
Q3.What does creativity help us with?
Q4.How should we perform all quality movements and balances?
Assessment exit quiz
4 Questions
Q1.What does using a range of apparatus help with when creating balances?
Q2.What do we call the equipment we use in gymnastics?
Q3.Which skill helps you to listen and share ideas with a partner?
Q4.What are we doing if we hold a shape in a stationary position, completely still?
To help you plan your 4 physical education lesson on: Symmetrical and asymmetrical learning on apparatus, download all teaching resources for free and adapt to suit your pupils' needs...
To help you plan your 4 physical education lesson on: Symmetrical and asymmetrical learning on apparatus, 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.