Year 6 Gymnastics Unit 1 Lesson 3

Learning Intentions

  1. Organise equipment in small groups to create a flight sequence
  2. Express cannon in sequences
  3. Work collaboratively to assign a leader and share ideas for sequence

Skill Development: Cannon

Success Criteria

  1. I can work in pairs and small groups to follow a leader
  2. I can work with others to organise specific equipment/apparatus
  3. I can perform a cannon in a sequence

National Curriculum Links

Selecting equipment to create sequences in small groups

Literacy and Numeracy Links

L Describe and explain how cannon can be incorporated into sequences
N Arrange equipment safely in space provided

Starter Activity

Play a variety of follow the leader games which reinforce the principles of cannon. Begin in pairs; one person is the leader the other is the follower. Pairs can be stationary or can move around (but must be aware of other groups if moving around). Encourage groups not too just run around but to perform gymnastic actions for the follower to do the same. Make sure to swap the leaders. Next, go into small groups, pick one leader, and the rest of the group follow in a line (cannon). Leaders could move around in and out of space with their groups following and perform a series of jumps and shapes that their group must copy. Again be sure to swap the leader around. Then go into a whole group follow the leader.

Skill Development

Cannon
Definition of cannon in gymnastics: a compositional device or structure in which movements introduced by one gymnast are repeated exactly by subsequent gymnasts in turn. The principle of cannon should be explained to the pupils, and this can be done best with a simple group demonstration

Using three pupils ask them to sit down on your command; pupil 1 goes on the count of 1, pupil 2 goes on the count of 2 and so on. This point can be reinforced by repeating with other actions such as standing up, rolls or jumps. Ask the pupils to suggest actions to apply to the demonstration.

Task:

  • Split children into groups of 4 and ask them to create three different cannon sequences using a variety of actions. Each sequence should only include one action, e.g. jumping.
  • Suggested actions; straight jump, push up to front support, log roll, rocking on back.
  • Can the children come up with ways to vary their cannon sequence using the following ideas: repeating the actions, changing the ordering of pupils, positioning themselves in different ways, following different pathways, facing towards, away, standing next to, standing back to back, creating patterns.

Activity

Groups devise own sequence

  1. Place children into ability groups.
  2. When grouping children try and group in differentiated groups so that all pupils in the group will be able to perform similar skills and at similar levels.
  3. Give each group the same amount of mats which they set up how they wish, (but only in their given area, so groups do not work too closely to other groups).
  4. Groups should assign a leader in a fair way, they then need to decide what they would like to do in their sequence and pick the equipment/apparatus they need accordingly.
  5. Pupils should produce a sequence which includes flight and elements on and off apparatus. There is no specified number of elements or actions that must be included, but groups must be able to remember their sequence to be able to perform.
  6. The sequence should show cannon

Extension: Increase the number of elements required from the group. Increase the number of times cannon is included in the sequence.

Teaching Points

Cannon

  1. Each pupil should repeat the action as accurately as possible
  2. Timing is crucial for the effective use of cannon with an equal amount of time allowed between each action
  3. All pupils should be aware of what actions they are performing
  4. Increase complexity by changing positions, ordering and pathways

Key Questions

  1. What is Cannon?
  2. What different ways can you include it in a sequence?
  3. What ways did you incorporate cannon with the apparatus?

Year 6 Gymnastics Unit 1 Lesson 3

Chevron Icon

Learning Intentions

  1. Organise equipment in small groups to create a flight sequence
  2. Express cannon in sequences
  3. Work collaboratively to assign a leader and share ideas for sequence

Skill Development: Cannon

Chevron Icon

Success Criteria

  1. I can work in pairs and small groups to follow a leader
  2. I can work with others to organise specific equipment/apparatus
  3. I can perform a cannon in a sequence
Chevron Icon

National Curriculum Links

Selecting equipment to create sequences in small groups

Chevron Icon

Literacy and Numeracy Links

L Describe and explain how cannon can be incorporated into sequences
N Arrange equipment safely in space provided

Year 6 Gymnastics Unit 1 Lesson 3

Chevron Icon

Starter Activity

Play a variety of follow the leader games which reinforce the principles of cannon. Begin in pairs; one person is the leader the other is the follower. Pairs can be stationary or can move around (but must be aware of other groups if moving around). Encourage groups not too just run around but to perform gymnastic actions for the follower to do the same. Make sure to swap the leaders. Next, go into small groups, pick one leader, and the rest of the group follow in a line (cannon). Leaders could move around in and out of space with their groups following and perform a series of jumps and shapes that their group must copy. Again be sure to swap the leader around. Then go into a whole group follow the leader.

Chevron Icon

Skill Development

Cannon
Definition of cannon in gymnastics: a compositional device or structure in which movements introduced by one gymnast are repeated exactly by subsequent gymnasts in turn. The principle of cannon should be explained to the pupils, and this can be done best with a simple group demonstration

Using three pupils ask them to sit down on your command; pupil 1 goes on the count of 1, pupil 2 goes on the count of 2 and so on. This point can be reinforced by repeating with other actions such as standing up, rolls or jumps. Ask the pupils to suggest actions to apply to the demonstration.

Task:

  • Split children into groups of 4 and ask them to create three different cannon sequences using a variety of actions. Each sequence should only include one action, e.g. jumping.
  • Suggested actions; straight jump, push up to front support, log roll, rocking on back.
  • Can the children come up with ways to vary their cannon sequence using the following ideas: repeating the actions, changing the ordering of pupils, positioning themselves in different ways, following different pathways, facing towards, away, standing next to, standing back to back, creating patterns.
Chevron Icon

Activity

Groups devise own sequence

  1. Place children into ability groups.
  2. When grouping children try and group in differentiated groups so that all pupils in the group will be able to perform similar skills and at similar levels.
  3. Give each group the same amount of mats which they set up how they wish, (but only in their given area, so groups do not work too closely to other groups).
  4. Groups should assign a leader in a fair way, they then need to decide what they would like to do in their sequence and pick the equipment/apparatus they need accordingly.
  5. Pupils should produce a sequence which includes flight and elements on and off apparatus. There is no specified number of elements or actions that must be included, but groups must be able to remember their sequence to be able to perform.
  6. The sequence should show cannon

Extension: Increase the number of elements required from the group. Increase the number of times cannon is included in the sequence.

Teaching Points

Cannon

  1. Each pupil should repeat the action as accurately as possible
  2. Timing is crucial for the effective use of cannon with an equal amount of time allowed between each action
  3. All pupils should be aware of what actions they are performing
  4. Increase complexity by changing positions, ordering and pathways

Key Questions

  1. What is Cannon?
  2. What different ways can you include it in a sequence?
  3. What ways did you incorporate cannon with the apparatus?