Refining Sequences

Overview

Students revisit and refine the movement sequences from the previous lessons, focusing on balance quality, clear beginning/middle/end, and connected team work in a display. They practise, receive feedback, adjust, and then show improvements in a game-like team performance.

Learning intentions

• Students will be able to refine their team balance routine by improving control and stillness.
• Students will be able to link movements in a sequence with a clear start and finish.
• Students will be able to give and use simple feedback to improve movement quality.
• Students will be able to cooperate safely with a partner and small group during displays.

Success criteria

• I can hold a balance shape with control and steady body position for a moment.
• I can link my movements smoothly to form a sequence (start, middle, finish).
• I can use feedback (“Try…”, “I noticed…”) to make one improvement.
• I can work safely with my team and space (no bumping, listen for cues).

Curriculum links

• Moving our body with control, coordination and balance while creating and refining movement sequences.
• Using strategies for planning, practising and improving movement performance with feedback.
• Contributing to safe participation, fair play, and respectful communication in physical activities.

Lesson structure (50 minutes)

1. 0–7 Retrieval & warm-up: Balance Relay Recall (5–7 min) In squads, students run a short relay to collect an image card (e.g., “statue hold”, “low balance”, “reach and hold”). Each stop includes a quick 3-count balance and then a linked movement back to the line. Reinforce last lesson cues: “slow, still, safe space”. CLIL: “equilibrio” (balance), “mantén” (hold), “equipo” (team).

2. 7–10 Goals (3 min) Gather students. WALT: “We Are Learning To refine our balance sequences with control, a clear sequence, and team connection.” Students repeat 2 success criteria aloud (“I can hold…” and “I can link…”). Brief safety reminders: clear pathways, watch hands/feet, listen for stop cue.

3. 10–22 Learning: Model, practise and refine (12 min total)

• I Do (10–13): Micro-demonstration Teacher models one simple team sequence: travel step → partner mirror balance → shared finish (three-part). Use cues: “Slow start”, “Stop and breathe”, “Link to the next move”. Ask: “What is the start? What is the still part?”
• We Do (13–16): Guided technique check Students in pairs try the same sequence once, then teacher prompts: “Show me your ‘mantén’ balance.”
• We Do (16–22): Feedback round with teacher support Add a second challenge: students must add one small change (e.g., lower centre of gravity, wider base, smoother link). Teacher circulates and asks targeted questions: “What will you change next time? Why?”

4. 22–37 Consolidation: Team Displays with Feedback (15 min) Set up 3–4 stations across space. Each station holds a small team working on their current routine.

• Students practise the sequence twice.
• After the first attempt, partners do quick feedback using sentence stems on cue cards (English + Spanish-friendly gestures): “I noticed…” / “Try…” / “Necesitas…” (you need…).
• Students then practise again applying one improvement. Teacher roams for balance control (stillness, posture), sequence linking (smooth transitions), and safety (distance, respectful communication). Behaviour & safety: stop signal, clear boundaries, no grabbing, control travel speed.

5. 37–42 Show Me What You Know (5 min): “Show & Tell” Team Game Teams perform a shortened routine (start → one balance moment → finish) to earn a “Quality Point” for the success criteria. After each performance, one student from the audience gives one feedback comment (“I can…” link) and the team responds with one adjustment choice. CLIL: “¡Muy bien!”

6. 42–50 Cool down & reflection (8 min) Slow breathing and gentle stretching. Students complete a quick think-pair-share: “One thing I will keep” and “one thing I will change next practice.” Teacher links back to control and connection.

Resources

• Balance image cards (statue, low lunge hold, partner mirror hold)
• Cue cards with feedback stems (“I noticed…”, “Try…”, “Necesitas…”)
• Coloured floor markers or cones to define safe stations and boundaries
• Soft equipment if needed: foam balance spot markers or small beanbags (optional for travel cue)
• Score/Quality Point cards for teacher use (simple visual)
• Timer visible to students (phone/tablet/clock)
• Cones for relay lanes and station setup

Assessment

• Teacher checklist during stations: stillness/control, smooth linking, safe teamwork behaviours.
• Peer feedback quality: whether the “Try…” suggestion matches what the team is practising.
• “Show & Tell” shortened routine demonstrates improved balance and sequence clarity.

Differentiation

• Support:
• Reduce to 2-part sequences (travel → single balance) before adding a middle.
• Provide a “balance shape template” (outline on card) for students to copy.
• Use a slower countdown (e.g., 1-2-3 hold) and lighter complexity cues.
• Extension:
• Add a level change (high-to-low) or a smoother transition (one extra step) without losing stillness.
• Require a clear team connection rule (e.g., “we face the same direction during the balance”).
• SEN/additional needs:
• Offer predictable station roles (Captain: calls cue, Checker: gives one feedback, Performer: attempts).
• Short practice bursts (2 attempts max) with immediate reteach.
• EAL:
• Use consistent gestures with cues (“slow”, “stop/hold”, “link”).
• Allow feedback using the sentence stems with minimal English; partner can point to the cue card.