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Lesson 6 - Body Shapes and Letter Formations

Exploring Body Parts and Movement Through Playful Gymnastics

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Nursery

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Gymnastics

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45 min

Big Question

How can our bodies become different letters and shapes to tell stories?

Learning Objectives

To create a variety of shapes using the body with increasing control
To start and finish movements in clear, strong positions
To link movements together to form simple sequences

Key Outcomes

Students will demonstrate at least 5 different letter shapes with their bodies
Students will show clear starting and finishing positions in their movements
Students will create a simple 3-letter sequence with smooth transitions

Equipment & Resources Required

Music Player

Position for whole class to hear clearly

Alternative: Tablet/phone with speaker, singing if no music available

Alphabet Song

2-3 tracks

Test volume and have pause/play easily accessible

Alternative: Counting songs, nursery rhymes with clear start/stop points

Cones

8-12

Create clear rectangular movement area, 10m x 8m minimum

Alternative: Bean bags, hoops, or chalk lines if outdoor

Gymnastics Mats

6-8 stations

Circuit arrangement with clear pathways between stations

Alternative: Benches, mats, tunnel, balance beam, hoops

Safety Mats

6-8

Place under and around all apparatus for safety

Alternative: Gymnastics mats, carpet squares for softer landing

Key Vocabulary

Symmetrical

When both sides of your body look exactly the same

Asymmetrical

When the two sides of your body look different from each other

Sequence

A series of movements or shapes performed one after another

Balance

Staying steady and still in one position without wobbling

Formation

The shape your body makes when you arrange it in a particular way

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic body awareness and spatial understanding
Ability to follow simple movement instructions
Understanding of starting and stopping on command

Current Skills

Creating clear letter shapes with the body
Linking movements into simple sequences
Understanding symmetrical vs asymmetrical shapes

Next Steps

Creating longer sequences with 4-5 movements
Performing sequences at different levels and speeds
Working with partners to create group formations

Milestone Indicators

Clear, recognisable letter shapes held for 3+ seconds

Smooth transitions between different body positions

Consistent starting and finishing positions

Key Teaching Points

Emphasise clear, strong positions when forming letter shapes
Distinguish between symmetrical and asymmetrical shapes with concrete examples
Encourage smooth transitions between different letter formations
Maintain safety standards while allowing creative exploration on apparatus
Use positive reinforcement to build confidence in movement and shape-making
Connect body shapes to literacy learning through letter recognition
Promote inclusive participation where every child can succeed at their level

Common Misconceptions

Children may think all letters should be symmetrical - clarify with examples of asymmetrical letters
Some may believe apparatus work is separate from letter work - emphasise integration throughout
Children might rush through formations - emphasise quality and control over speed
May think only certain letters are possible - encourage creativity and personal interpretation
Some may focus only on arm positions - remind about whole body involvement in letter shapes

SEN Adaptations

ADHD

Use shorter activity bursts, provide clear physical boundaries, frequent positive reinforcement

dyspraxia

Break down letter formations into smaller steps, provide additional practice time, use simpler letters initially

autism spectrum

Provide visual schedule of activities, clear routine structure, quiet area available if overwhelmed

visual impairment

Use verbal descriptions of letter shapes, provide tactile guidance for formations, describe apparatus layout clearly

hearing impairment

Use visual cues and demonstrations, visual letter cards, clear gestures for instructions

physical disability

Adapt letter shapes for seated or supported positions, modify apparatus or use floor alternatives

Cross-Curricular Links

Maths

Symmetry and asymmetry concepts, spatial awareness, understanding of patterns and sequences

Art

Creating shapes and forms, understanding symmetrical and asymmetrical composition

PSHE

Taking turns, sharing resources, building confidence, celebrating others' achievements

Teacher Guidance

Positioning

Move around space to observe all children, position at apparatus during circuit for safety supervision

Observation Focus

Watch for clear letter formations, safe apparatus use, positive social interactions

Intervention Points

Step in if unsafe apparatus use, if children struggling with letter concepts, if social issues arise

Demonstration Notes

Use clear, exaggerated movements for letter shapes, model safety procedures on apparatus

Verbal Cues

•'Strong and still like statues!'
•'Wide arms for clear letter shapes!'
•'Safety first on apparatus!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 12m clear space for movement and apparatus circuit setup

Surface Check

Clean, dry, non-slip surface suitable for gymnastic activities

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Safety mats positioned under and around all apparatus
•Boundary cones securely placed and visible

Risk Management

Key Risks

•Falls from apparatus
•Collisions during movement activities
•Overexertion or muscle strain from holding positions

Risk Mitigation

•Progressive skill building from floor to apparatus
•Clear boundaries and movement rules established
•Continuous supervision and spotting where needed
•Regular rest periods and position changes

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all apparatus stations
•Move continuously around circuit during apparatus work
•Monitor for fatigue and adjust accordingly

Emergency Procedures

Stop all activity immediately, assess injury, provide appropriate first aid, contact office if needed