KS2 · Physical education · Year 3
Combine balances and movements to finalise sequences in pairs
Gymnastics: movements, balances and sequence composition
Learn it. Recall it. Make it stick.
IllumED Slides
IllumED · 1/10
Your learning goal
I can perform a sequence that flows and includes a range of movements and balances, incorporating a change in level and direction on a range of apparatus.
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Combine balances and movements to finalise sequences in pairs: 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 perform a sequence that flows and includes a range of movements and balances, incorporating a change in level and direction on a range of apparatus.
Key learning points
- Move: moving and balancing with fluidity requires accurate timings, not stopping between actions until the end.
- Think: deciding how to link actions to allow for changes in level and direction is essential for quality performances.
- Think: ensuring a range of apparatus is utilised to bring the sequence to life requires effective decision making.
- Feel: committing to improving the quality of our sequence requires responsibility.
- Connect: trying a range of movements and balances and agreeing the best options to include requires trust.
Words to know
- level
- the height at which an action is performed in relation to the ground or surface
- direction
- changing the course along which we are moving
- range
- a variety of ideas
Common mistakes
Some pupils may spend their practice time adding more actions onto the sequence instead of repeating and refining a shorter sequence.
Practice time can be used to repeat a skill and improve the quality of a performance, or it can be used to make changes to a sequence to improve the flow or increase the range of movements for more interest.
For parents, carers and teachers
- This lesson provides lots of opportunities for pupils to think about making improvements. They may find that their first ideas are good and can be made even better by making some changes. It is important to reinforce for pupils that changing something doesn't mean it was wrong or a bad idea.