Balancing and Rolling

Overview

A focused 30-minute gymnastics session designed for Year 3 pupils, aimed at developing fundamental gymnastic skills including balance, coordination, and controlled movement. This lesson aligns explicitly with the National Curriculum for Physical Education (England) Key Stage 2, ensuring foundational competence and confidence in basic gymnastic actions.

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National Curriculum Alignment

Subject: Physical Education
Key Stage: 2 (Years 3-4)
Relevant Programme of Study Objectives:

• Pupils should be taught to:
  • Develop flexibility, strength, technique, control and balance (for example, through gymnastics).
  • Perform a range of movements with control and coordination.
  • Explore and remember basic gymnastic actions and apply these to create sequences.

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Learning Objectives

By the end of the lesson, pupils will be able to:

1. Demonstrate basic travelling balances and controlled rolling movements with improved coordination.
2. Show increased body tension and control when balancing and rolling.
3. Work safely and cooperatively with peers during paired activities.
4. Link simple gymnastic actions to create short sequences of movement.

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Equipment Needed

• Gym mats (enough for safe rolling on floor)
• Cones or markers
• Wall space or low benches (optional, for balance work)

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Lesson Breakdown

Time	Activity	Description	Curriculum Links / Assessment Focus
0-5 mins	Warm-up & Introduction	- Light jogging around the hall with changes in speed and direction.

• Dynamic stretching (arm circles, leg swings).
• Quick discussion: What is balance? Why is control important in gymnastics? | Engagement with physical activity.
  Developing knowledge of movement concepts. | | 5-15 mins | Basic Balancing Skills | - Pupils practise balancing on different body parts: hands, feet, knees.
• Introduce "flight" balance: one foot hopping balanced position.
• Use cones to create ‘balance stations’. At each, pupils hold a balance for 5 seconds.
• Emphasise body tension and concentration. | Developing body control and balance.
  Engagement in physical activities with appropriate control.
  Assessment: Observe balance stability and posture. | | 15-25 mins | Rolling and Simple Sequences | - Teach and practise basic rolls: forward roll and teddy bear roll.
• Break down movements into steps with clear safety instructions.
• Pupils work in pairs to practise rolls and then combine balances and rolls into a short 3-move sequence (e.g., balance > roll > balance).
• Encourage creativity and smooth transitions. | Performing basic gymnastic movements safely and with control.
  Applying skills in sequence formation.
  Assessment: Monitor movement flow, safety, and partner communication. | | 25-30 mins | Cool Down and Reflection | - Gentle stretching focusing on the back, arms, and legs.
• Circle time discussion: What did you enjoy? What was tricky? How can you improve?
• Recap importance of control and balance in gymnastics and everyday activities. | Developing understanding of physical activity benefits.
  Engagement in self-assessment and peer reflection. |

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Differentiation

• Support:
  Provide extra support through adult or peer assistance during balances and rolls. Use larger mats. Allow seated rest breaks if needed.
• Challenge:
  Encourage pupils who master basics quickly to create longer sequences or include balances with eyes closed. Introduce balancing on a low bench if safe.

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Assessment and Evidence of Learning

• Teacher observation checklist during balances and rolling drills, noting control, technique, and safety awareness.
• Peer feedback within pairs on partner’s body tension and movement flow.
• End-of-lesson verbal reflection to assess pupil understanding of concepts and self-awareness of skills developed.

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Safety Considerations

• Ensure the floor area is clear and mats are spaced adequately.
• Demonstrate safe rolling technique with verbal cues on head position and body alignment.
• Remind pupils to respect others' space, especially when working in pairs.

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Teacher Tips for Success

• Use positive praise focusing on effort and improvement to build confidence.
• Vary the pace of activities to maintain engagement and focus.
• Invite pupils to name their own balance or sequence to personalise and motivate.
• Integrate simple music during sequences to enhance rhythm and enjoyment.

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This concise yet comprehensive plan supports young pupils to build core gymnastic capabilities foundational for future PE learning, fully aligned with England’s National Curriculum and purposefully designed for Year 3.