KS2 · Physical education · Year 5
Jumping on apparatus: canon and unison
Gymnastics: flight
Learn it. Recall it. Make it stick.
IllumED Slides
IllumED · 1/10
Your learning goal
I can create a sequence in pairs using canon and unison that includes three jumps on a variety of apparatus.
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Jumping on apparatus: canon and unison: 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 sequence in pairs using canon and unison that includes three jumps on a variety of apparatus.
Key learning points
- Move: quality sequences include flow between jumps and are performed with control and extension on and off apparatus.
- Move: moving in canon and unison requires accurate timings and fluidity between the jumps.
- Think: knowing how to link the jumps together with flow, using canon or unison requires evaluation and careful planning.
- Feel: committing to improving our ideas and striving to ensure we can create a quality sequence requires integrity.
- Connect: being able to perform our sequence with accurate timings in canon and unison requires trust and communication.
Words to know
- unison
- performing the same movement at exactly the same time as our partner
- canon
- performing the same movement one after the other in a pair.
- sequence
- combination of controlled movements and balances that have been linked together in a particular order
Common mistakes
Pupils struggle to communicate when working in bigger groups. Poor timing in unison and canon may result in a lack of flow throughout the sequence.
Pupils should communicate and listen to each other's ideas. Pupils should develop ways to help them improve their timing, ensuring there are no long pauses when performing in unison and canon so their sequence still flows throughout.
For parents, carers and teachers
- Pupils may have to consider adapting their sequences when working with bigger groups so that all pupils can perform the jumps and movements. Alternatively pupils could think of ways to perform a movement in a more simple/complex way to allow all pupils to experience success.