KS2 · Physical education · Year 4
Asymmetry
Gymnastics: symmetry and asymmetry
Learn it. Recall it. Make it stick.
IllumED Slides
IllumED · 1/10
Your learning goal
I can create a variety of quality movements and balances in an asymmetrical way.
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Asymmetry: slides adapted from the imported teaching text; recall questions created from its keywords, learning points and common mistakes. Self-check practice, with no automatic grading or XP. Answers stay on this page and are cleared when you leave.
What you’ll learn
I can create a variety of quality movements and balances in an asymmetrical way.
Key learning points
- Move: quality asymmetrical movements and balances require both sides of the body doing different things.
- Move: quality pair asymmetrical movements and balances are controlled with extension and balances held still.
- Think: knowing the difference between symmetry and asymmetry requires reflection and supports our creative thinking.
- Feel: creating a range of asymmetrical balances demonstrates a commitment to wanting to create high quality balances.
- Connect: respect enables us to work collaboratively with our partner and share ideas for creating asymmetrical balances.
Words to know
- balance
- maintaining a desired shape completely still
- asymmetrical
- when a balance or a movement does not match on either side
- creativity
- the ability to generate, imagine or produce new and original ideas, concepts or solutions
Common mistakes
Pupils continue to create symmetrical balances, confusing symmetry with asymmetry.
Provide models and continue to highlight the differenece between the two.
For parents, carers and teachers
- Introduce apparatus as soon as pupils are ready, especially if it will support their creativity.