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Primary School Gymnastics for Key Stage 2
Sample Lesson Material

Primary School Gymnastics for Key Stage 2 themed units of work have a description, learning objectives, unit framework, expected learning outcomes, references to specific skill development and "TOP GYMNASTICS" links and six detailed lesson plans. There are four units of work for each year group giving 96 lesson plans for Key Stage 2.

Click on the year group below to view the relevant sample lesson material:

Year Six - Learning Objectives
Year Six - Partnerwork

Example From The Specific Skills Teaching Section
Some Examples of Extension Activities

Year 6 Unit X

Partnerwork - Matching and Mirroring

Leaning Objectives

Children should learn:-

• to understand, identify and demonstrate contrasting, matching and mirroring balances and movements
• to identify and use different spatial relationships with a partner, i.e. following a leader, side-by-side, face to face, back to back, meeting and parting
• to work in pairs to construct, practise, evaluate and improve the composition and quality of a sequence
• to adapt and transfer sequences from floor to apparatus

Partnerwork - Matching and Mirroring
Unit Framework

1. Explore "Follow-my-leader" relationships with a partner through matching, travelling, rolling and jumping and contrasting balances
2. " Follow-my-leader" formation where "A" performs a short planned sequence and then "B" copies it. Adapt the sequence so "A" and "B" can perform it simultaneously one behind the other
3. Plan a sequence, teach a partner and perform it side-by-side matching the movements at precisely the same time
4. Explore and create matching symmetrical / asymmetrical balances side-by-side, face-to-face with a partner and back to back with a partner
5. Explore and develop mirror movements using meeting and parting, side-by-side, and asymmetrical balances, sometimes in contact
6. Compose a sequence linking four balances with travelling, jumping or turning movements. Aim for fluency and accuracy and planned variations in shape, level, directions and speed
7. At every stage skills, principles and sequences are adapted and transferred to apparatus

Reference for detailed skill teaching:

"Teaching Specific Skills" (yellow pages)

Jumping - page 205
Rolling - page 214
Taking weight on hands and feet - page 242
Balance on large and small body parts - page 260
"Top Gymnastics" cards - page 272

Expected Learning Outcomes

By the end of this unit most children will be able to:-

1. understand and use a variety of spatial relationships when working with a partner i.e. "Follow-my-leader", side by side, face to face, back to back and meeting and parting
2. compose an individual sequence comprising travel, jump, roll and balance and then teach it to a partner and perform it together, matching exactly
   (Precise matching - same arm, same leg, etc. move at the same time)
3. understand and use mirror movements with a partner
   (Actions are still performed at the same time but opposite limbs are used)
4. identify and show matching and mirroring balances with a partner showing different shapes (symmetrical / asymmetrical) and levels. Some of these balances will have one point of contact
5. create a sequence linking four balances with travelling, jumping and turning movements. The sequence will show planned variations of speed, level and direction
6. adapt and transfer skills, principles and sequences from floor to apparatus at every stage

Children should be guided continuously to:-

• use space and apparatus safely and know the principles of safe sitting
• work co-operatively and sympathetically with a partner or small group
• accept advice and use it in a reflective way to improve the quality of their work
• understand the short and long term effects of exercising in gymnastics activities and how to warm-up and practise safely

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Year 6 Unit X

Lesson 2

Partnerwork

Warm-up

1. Move freely, sometimes slowly, sometimes quickly, avoiding contact with other people.
   
   
2. Trot three paces and jump to land and move smoothly into a balanced position. Keep repeating the task with different balances.
   
   
3. Walk side by side with a partner matching the stepping movements.
   Same task but move opposite legs/arms at the same time i.e. "A" moves Right leg as "B" moves Left leg etc.
   Can you progress the activity to a trot or jog?

Floorwork

1. Face each other in one of your symmetrical balances from last lesson. Imagine there is a mirror positioned between you so that "B" is the reflection of "A".
   " A" moves slowly into an asymmetrical position and "B" mirrors the movement and balance. (i.e. "A" moves Right hand - "B" moves Left.)
   Change over the prime mover.
   
   
2. Move backwards away from the mirror and forwards towards it. How can you move away from and towards your partner mirroring their movement precisely?
   
   
3. Roll or jump travelling side by side with a mirror between you.
   
   
4. When you do an asymmetric balance could parts of your body make contact with the mirror?
   
   
5. Link together two balances and two different ways of travelling, jumping or turning to mirror or reflect your partner's actions.
   (Demonstrations to illustrate change of direction or pathway.)

Apparatus

1. Explore the apparatus over, under, along and through.
   
   
2. Explore ways of travelling, towards and away from your own apparatus mirroring the actions of a partner.
   
   
3. Explore "mirrored" balances on different parts of the apparatus.
   
   
4. Link together two mirrored balances and two mirrored ways of travelling -jumping or turning to produce a sequence with a clear beginning and end.
   (Demonstrations to illustrate changing pathways and accuracy of mirror movements.)

Concluding Activity

"A" takes the lead and keeps changing position very slowly with "B" mirroring.
Change roles.

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Example From The Specific Skills Teaching Section

Cartwheel

Once a child is confident and competent at performing the cartwheel over the bench it should be transferred directly to the floor.

On the floor the child should remember to:-

1. Start and finish facing sideways.
   
   
2. Reach forward, repeating the movements practised on the bench.
   
   
3. Try to improve the shape and flow by lifting hips higher and getting legs straighter and further apart.
   
   
4. Move in the following pattern - "Along the floor: take off foot, first hand down, second hand down, landing foot down". (foot, hand, hand, foot)

   N.B. A useful guide to give children when performing a cartwheel is to say "start by standing sideways with arms up by ears and finish standing sideways with arms up by ears".

Very Important

The movement is an entirely sideways one, and the performer should land facing in exactly the same direction as the one in which s/he started. From beginning to end, the child should travel sideways along a straight line. The arms must be very firm and tense to take the weight of the body and fingers should be pointing outwards, away from the body.

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Some Examples of Extension Activities

Suggestions for Coming out of a Cartwheel

1. Another cartwheel
2. Splits
3. Arabesque
4. Handstand
5. Balance on one knee
6. Backward roll into handstand
7. Backward roll into a jump

Gymnastics Skills - Cartwheel Travelling out of a cartwheel CARD 26   How many of these ways of travelling into a cartwheel can you perform smoothly? Can you think of any other ways?

Further extensions can be made to cartwheels or combinations of cartwheels by working with a partner, putting movements into sequences, or by transferring work to apparatus.

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