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Unit 15 Gymnastic activities: link unit PE
Year 6/7
About the unit Expectations
In this unit pupils focus on relationships between performers and timing in small group After carrying out the activities and core tasks in this unit
sequences. They have opportunities to use music with their sequence, and to choose their most pupils will: practise and perform with control and accuracy a range of actions and
own apparatus and design a simple layout. balances needed for sequences; link actions and balances together so that they flow,
using different compositional ideas; adapt actions and balances so that they can be
In gymnastics as a whole, pupils demonstrate skills and agilities individually, in combination
performed in a sequence with a partner and in a small group; warm up effectively and
and in sequence, with the aim of showing as much control and precision as possible. safely; choose some warm-up activities that help to condition their bodies for the
This unit is expected to take 8–12 hours. sequence; use criteria to judge the quality of actions, compositional ideas and sequences,
picking out the main strengths and using appropriate language; choose aspects of the
performance that need improvement to work on
Where the unit fits in
some pupils will not have made so much progress and will: perform and choose from a
This unit lays the foundations for future units, in which pupils will work in more formal small range of actions and balances, showing basic control; put simpler actions and
gymnastic styles, eg rhythmic gymnastics, Olympic gymnastics and sports acrobatics. They balances into a shorter sequence, remembering the order and linking some of them; work
will use a wider range of skills and agilities on the floor and apparatus. In the next unit, they with a partner or in a small group, incorporating part of their own sequence; use a small
will be expected to take the initiative in developing their own and others’ work in longer pair number of basic compositional ideas in the sequences; warm up safely, following others
and group sequences. Work on composition in this unit will be supported and extended in and carrying out with care a small range of exercises that suit their work; comment on
the link unit for dance. their own and others’ work, picking out specific strengths when prompted and guided;
work willingly on suggestions they are given to improve their work
some pupils will have progressed further and will: choose from and perform a wide
range of more complex and demanding actions and balances, showing consistent
accuracy and control; adapt and vary these actions and balances to meet the needs of a
range of situations; perform actions and sequences fluently and precisely; use a range of
compositional ideas, showing a clear understanding of their effect on the audience;
combine their own work well with others’ work, showing a good understanding of partner
and group relationships; warm up effectively, choosing exercises that they have identified
as being important to them and their work; identify aspects of a performance that need
practising; identify safe and effective exercises that will condition their bodies for
gymnastic activity
Prior learning
It is helpful if pupils have:
• explored ways of varying the basic actions
• performed a sequence of contrasting actions for the purpose of display
• explored ways of matching with a partner
• learnt that ways of linking actions are as important as the actions themselves
• set out apparatus safely and efficiently
© QCA 2000 Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk PE - Unit 15 Gymnastic activities: link unit 1
Language for learning • perform their sequence with a different emphasis, eg stretched shapes or movements that
involve curling actions
Through the activities in this unit pupils will be able to understand, use and spell correctly
words relating to:
• relationships between partners, eg synchronise, canon, unison, symmetrical, Resources
asymmetrical, matched, mirrored, parallel, timing, flight Resources include:
Speaking and listening – through the activities pupils could: • an appropriate selection of:
• organise, sequence and link what they say so listeners can follow it – low apparatus, eg mats
• collaborate with others to share information and ideas, and solve problems – intermediate apparatus, eg benches, planks, vaulting box tops, inclined platforms,
padded platforms
Core tasks – portable high apparatus, eg vaulting boxes, bar boxes, high tables
The following core tasks could provide a focus for pupils’ activities in this unit. – fixed high apparatus, eg ropes, rope ladders, climbing frames
• resource cards to give ideas
Task 1 • databases and coaching manuals of skills and agilities
With a partner, use skills and ideas from this unit to create and perform a pair sequence on
the floor lasting about one minute. The sequence must:
• include at least six different actions Extension and enrichment
• include at least four balances (some of which must be upside-down) Out of lessons, at home and in the community, pupils could be encouraged to:
• show how the two partners relate their own actions and balances to each other • join school or local gymnastic clubs (information on local clubs can be found at
There must not be any physical contact between partners. www.english.sports.gov.uk)
• go to local gymnastic displays
Adaptations and variations on the task
• watch national and international gymnastic events on television, or find out about them in
Ask pupils to:
books or on CD-ROM
• make their sequence longer, eg include more balances, body shapes, and/or ways of
• perform some of their floor-work sequences at home for their parents or carers
travelling (this will make the task harder)
• perform for their peers in shows or assemblies
• make their sequence shorter
• include specific actions or agilities that are more difficult (for the more able)
• work with some support or help (for the less able)
• vary their sequence by changing the order of shapes, or ways of travelling
• perform their sequence using different levels and changes of speed,
or changes of speed and direction
• fit short phrases of action to music
Task 2
Using the ideas and actions used in the pairs sequence, join with another pair and combine
the two sequences to produce a group sequence either on the floor or using apparatus. Plan
for pathways, eg towards, away, parallel; relationships, eg linked, using some physical
support, separate, symmetrical, asymmetrical; and timing, eg matched and mirrored, canon,
unison.
Adaptations and variations on the task
Ask pupils to:
• find a way to perform the same sequence using different apparatus, or a combination of
floor and apparatus
• work in larger or smaller groups, to make the task harder or easier
• include canon, matching, or a change of partners
© QCA 2000 Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk PE - Unit 15 Gymnastic activities: link unit 2
LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
PUPILS SHOULD LEARN PUPILS
Acquiring and developing skills
Teaching approaches
• Engage pupils in learning mainly
• to select, combine and • Ask pupils to perform actions and balances that they know. Ask them to • perform single actions and
through physical activity in every
perform skills, actions and explore ways of linking some of them showing control, accuracy and balances with control,
lesson.
balances, including some timing. Teach them how to initiate movement and to improve control by showing tension and
• Most lessons should start with short
that are inverted transferring their weight. extension
warm-up activities that help pupils
• Teach pupils actions, still shapes and balances which involve being • move into and out of these
remember what they did in the last
upside-down, eg a cartwheel, a partial headstand. actions and balances
lesson and prepare them for what
• Help pupils to explore ways of performing these actions alongside a fluently, showing good
they will learn next. Most lessons
partner, eg slowly, fast, synchronised, in canon, in the same direction, in weight transfer
should end with cool-down activities.
different directions. • link actions and balances
The pupils could use a pulse monitor
• Teach pupils a range of group shapes and balances performed in fours, together and show good
to check their heart rates as they
including some ways of supporting some of each other’s weight. timing when working with
warm up, then identify which
others
activities are gentle and which are
• use a variety of ways to be
vigorous.
inverted
Selecting and applying skills, tactics and compositional ideas
• Give pupils enough time to practise
• to understand, select and • Ask pupils to select some of their ideas, actions and balances and teach • explain how changing and
their work, and to show and teach it
apply a range of them to a partner using key vocabulary, and then to perform them together. varying the speed, direction
to different partners. Pupils could be
compositional principles to Teach them how to perform in fours. and level of their sequence
encouraged to write their own
develop their own sequences • Encourage pupils to explore ideas that help the linking and composition of affects the way it looks and
sequence card, and then use it with
their actions and balances, eg contrasting speed, shapes and levels; increases its interest for the
a partner. When working in pairs or
mirroring and matching shapes and actions; timing (canon and unison); audience
small groups, the pupils should have
using different pathways (moving toward, away, around and over a • use some of these ideas
an opportunity to work with different
partner); using music. Teach them how to choose and use these in their when designing and
partners, including those they are
sequences. performing their sequences
comfortable or friendly with. They
• Talk to the pupils about choosing and practising actions and balances, and • describe the relationships
could be grouped by ability or size.
about finding different ways of linking them. Ask them to investigate how they have with their
Pupils can share information and
they can perform some of their ideas using apparatus, eg over, on, against, partner(s), and use different
discuss ideas in groupwork.
under, through. combinations of chosen
• Give pupils time to finish and refine
• Teach the pupils how to adapt their actions and ideas when working with shapes, directions in which
a sequence before moving them on
different apparatus and partners. they move, and timing of
to a new piece of apparatus or a new
their actions
sequence.
© QCA 2000 Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk PE - Unit 15 Gymnastic activities: link unit 3
LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
PUPILS SHOULD LEARN PUPILS
Knowledge and understanding of fitness and health
Teaching approaches (Cont.)
• Pupils could use a digital video or
• the basic principles of • Teach pupils safe exercises that help them carry weight on their arms, use • explain the importance of
stills camera to record sequences
preparing for activity their stomach muscles, improve the flexibility of their legs and arms, and preparing the body for
and combinations of actions. This
• how performance and safety work on the spring and power they get from their legs. Talk to them about gymnastic activities
would help them to evaluate the
are improved when the types of warm-up activity they should use to prepare thoroughly for • explain how strength, power
quality of movements and links by
preparation is carried out gymnastic activities. and flexibility are important
analysing what different body parts
properly • Help pupils to identify which parts of their bodies work hardest in the for good-quality work and
are doing during performances. They
sequences they perform. Teach them exercises that may help to control
could also use their recordings to
strengthen or condition these parts of the body. • identify the parts of the body
improve their performances by
that work hardest, and
comparing and contrasting each
choose safe exercises to
other’s work.
prepare these for work
• Pupils should organise, sequence
and link what they say so listeners
can follow it.
© QCA 2000 Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk PE - Unit 15 Gymnastic activities: link unit 4
LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
PUPILS SHOULD LEARN PUPILS
Evaluating and improving performance
Teaching approaches (Cont.)
• to evaluate their own and • Help pupils to develop their observational skills. Teach them to use • identify what to look out for • Pupils could use a graphics package
others’ strengths and appropriate terminology when describing what they see. when observing actions, to record different apparatus layouts
weaknesses in a • Help pupils to choose criteria for judging quality in skill and composition. phrases and sequences and to map sequence pathways.
performance Teach them how to assess work against these criteria. Ask them to identify • describe and sequence what This can help them to remember
• to suggest areas for aspects of the work that can be improved, and to explore ways of making they see or do, using ideas and share them with others.
improvement the improvements. appropriate terminology • Make sure pupils have an
• Help pupils to identify when skill, fitness or composition need more work. • identify strengths in opportunity to see good-quality
technique and in composition performances and actions by
• describe these strengths to watching demonstrations and
others and pick out areas videos, and looking at photographs,
that they need to improve pictures and resource cards.
• Give pupils specific feedback on
their ideas and compositions and on
how to improve the quality of their
movement.
Safety
– Is the apparatus safe and
appropriate for the task?
– Is the way pupils are grouped, by
size, friendship and ability, safe
and helpful to their learning?
– Are the pupils comfortable in their
clothing and footwear and are
these suitable for the activity?
– Is there sufficient space to allow
them to work safely?
– Have pupils warmed up and
cooled down effectively and
safely?
– Have pupils been taught the
principles of safe partner support?
© QCA 2000 Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk PE - Unit 15 Gymnastic activities: link unit 5
