Lesson 6 - Body Shapes and Letter Formations
Exploring Body Parts and Movement Through Playful Gymnastics
•Nursery
•Gymnastics
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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
Position for whole class to hear clearly
Alternative: Tablet/phone with speaker, singing if no music available
Test volume and have pause/play easily accessible
Alternative: Counting songs, nursery rhymes with clear start/stop points
Create clear rectangular movement area, 10m x 8m minimum
Alternative: Bean bags, hoops, or chalk lines if outdoor
Circuit arrangement with clear pathways between stations
Alternative: Benches, mats, tunnel, balance beam, hoops
Place under and around all apparatus for safety
Alternative: Gymnastics mats, carpet squares for softer landing
Key Vocabulary
When both sides of your body look exactly the same
When the two sides of your body look different from each other
A series of movements or shapes performed one after another
Staying steady and still in one position without wobbling
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
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