Sequence Balance Groups

Overview

In this lesson (6 of 9), Year 3–4 students build group movement sequences that include balance and weight transfer. They collaborate in teams, refine movements, and practise with simple, safe group choreography.

Learning intentions

• Students will design and perform a group movement sequence using balance and weight transfer.
• Students will work safely and respectfully with others while sharing space and equipment.
• Students will use simple movement cues to improve control (stillness, control, and smooth transitions).
• Students will give and use peer feedback to improve their sequence.

Success criteria

• I can perform 2–3 balance positions in my group sequence.
• I can show weight transfer (move weight into the body before the next move) without falling.
• I can transition smoothly between moves and stay with my group plan.
• I can help my team by listening, taking turns, and giving kind, specific feedback.

Curriculum links

• Develop and refine fundamental movement skills through practice and feedback.
• Use movement concepts (balance and body control) to improve performance.
• Apply safe practices when working in groups (space, equipment, and risk awareness).
• Participate positively in teamwork, fair play, and respectful communication.

Lesson structure (50 minutes)

1. 0–7 Retrieval: Balance Tag Warm-up

• Quick setup in open space with cones marking “safe zones.” One student is “Balancer,” others move (walk or jog).
• When Balancer calls “Freeze!” students stop in a balance (e.g., one foot, wide stance, or “statue”). Balancer then says a Spanish cue: “Pies firmes” (feet firm) or “Cuerpo quieto” (body quiet).
• Students earn points if they hold the balance for 3 seconds and do it safely (no pushing, no crowding).

2. 7–10 Goals: WALT + Success Criteria

• Gather briefly (standing circle). Display the lesson WALT:
• WALT: We are learning to build group movement sequences using balance and weight transfer.
• Explain: “Today your group will create a short sequence. You must include balances and show your body shifting weight before the next move.”
• Review 4 “I can” success criteria in student-friendly language.

3. 10–23 Learning (I Do – We Do – You Do begins): Model & Guided Build

• I Do (10–13): Teacher modelling
• Model a 3-part sequence for the class:
• Move 1: balance (still) (e.g., wide stance, arms out)
• Move 2: weight transfer (step while shifting weight)
• Move 3: balance (still again) (e.g., one foot or squat hold)
• Use cues: “Stop first. Then shift your weight. Then freeze again.”
• Spanish CLIL: “Equilibrio” (balance), “transferir peso” (transfer weight), “quieto” (still).
• We Do (13–18): Guided practice in pairs
• Pairs practise the same 3-part mini-sequence on a line. Call out: “Freeze 3… Shift… Freeze 3.”
• Teacher asks: “Which part shows weight transfer?” and “How do we keep it safe in space?”
• You Do (18–23): Group planning starts
• Teams of 4–5 form at stations (use floor markers). Each team selects:
• 2 different balance types
• 1 weight-transfer move (step, reach-lunge, or pivot with control)
• Students sketch a simple plan using 3 boxes (Move 1 / Move 2 / Move 3). Teacher circulates and confirms safety and inclusion.

4. 23–40 Consolidation (15–17): Team Sequence Practice + Teacher Feedback

• 23–30: Practise with teacher coaching
• Teams perform their sequence in place, then try it again with feedback.
• Teacher uses quick reteach moments:
• If too wobbly: reduce height and widen base.
• If transitions are unclear: add “pause then shift” cue.
• 30–36: Performance loop (small group turn-taking)
• Each group performs for 20–30 seconds while others watch using a simple prompt: “Did they freeze? Did they transfer weight?”
• 36–40: Refine and reset
• Students improve one part only (either balance hold or transition). Teacher checks safety: no pushing, safe distance, clear starting/finishing spots.

5. 40–45 Show Me What You Know: Game-based Group Sequencing

• Create a “Sequence Run” game: groups run/step to a station, perform their sequence, then tag the next group’s station.
• Score focuses on success criteria (safety + clear freezes + weight transfer), not speed.
• After each station, a quick peer explanation: one student says, “Our weight transfer is in Move 2 because…”

6. 45–50 Consolidation wrap + Reflection

• Quick whole-class reflection: “One thing we did well today for balance and weight transfer is…”
• Students complete 1-minute self-check: Were my feet controlled? Did my team listen and take turns?

Resources

• Cones and floor markers to create stations and safe zones
• Coloured spot markers or tape lines for starting points
• Clipboards or simple paper with 3-box plan (Move 1–2–3)
• Timer (phone/stopwatch) for freeze counts and turns
• Whistles or music for clear start/stop
• Optional: balance props like foam pads or beanbags (only if space allows and safety is checked)
• Student cue cards with simple images: freeze (still), weight shift (step), balance (pose)

Assessment

• Teacher observation checklist during group practice and “Sequence Run”:
• Includes 2 balances with clear 3-second stillness
• Demonstrates weight transfer before the next move
• Uses safe behaviour and collaborates respectfully
• Peer feedback quality: students can name which move shows weight transfer and offer one kind improvement.
• Student self-reflection at the end: identifies one success linked to the “I can” statements.

Differentiation

• Support (scaffolds): reduce sequence to 2 moves (1 balance + 1 weight transfer + hold), longer freeze time guidance (“freeze 2” first), and wider stance options.
• Support (organisation): pre-assign roles (Leader, Tester, Safety Spotter, Feedback Giver) and provide a model plan template for planning.
• Extension (advanced): add a direction change (turn with control), change levels (standing to squat balance), or include a longer sequence of 4 parts with two different weight transfers.
• EAL/SEN: repeat Spanish cues with gestures (still = hands up, shift = step), provide picture cues for Move 1/2/3, and allow verbal feedback in home language if needed (teacher validates effort and safety).
• Safety for all: clear space boundaries, no physical contact required, and controlled landings (bend knees for stability).