KS2 · Physical education · Year 4
Symmetrical and asymmetrical learning on apparatus
Gymnastics: symmetry and asymmetry
Learn it. Recall it. Make it stick.
IllumED Slides
IllumED · 1/9
Your learning goal
I can create a range of quality symmetrical and asymmetrical balances with a partner on apparatus.
1 of 9
Symmetrical and asymmetrical learning on apparatus: 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 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.
Words to know
- 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 mistakes
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.
For parents, carers and teachers
- 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.