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Lesson 6 - Body Shapes and Movement Patterns

Imaginative Movement & Storytelling

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Reception

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Dance

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40 min

Big Question

How can we use our whole body to create and travel along different shapes?

Learning Objectives

To remember and repeat movement actions with increasing control
To explore body actions, pathways and shapes through creative expression
To develop spatial awareness and coordination through shape-based movement

Key Outcomes

Students will create clear body shapes using different body parts
Students will follow shape pathways using various travelling actions
Students will perform a simple dance sequence combining drawing, making and travelling shapes

Equipment & Resources Required

Base Stations

Arrange in square, triangle and circle patterns around the space

Alternative: Cones, bean bags, or hula hoops for marking floor shapes

Tunnel Systems

Test volume levels before lesson starts

Alternative: Any music player with clear sound

Carnival Warm-Up Music

1 track

Have music ready to play for 10-minute warm-up section

Alternative: Any upbeat, engaging music suitable for movement

Key Vocabulary

Shape

The form or outline that our body makes

Pathway

The route or track we follow when moving

Exaggerated

Making movements really big and clear so everyone can see

Sequence

A series of movements that follow one after another

Freeze

Stop completely still like a statue

Skill Progression Pathway

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

Prior Learning

Basic body awareness and control
Following simple movement commands (stop, go, freeze)
Understanding of personal space

Current Skills

Creating body shapes with control and clarity
Drawing shapes using different body parts
Following pathways and combining movements into sequences

Next Steps

Creating more complex dance sequences
Working collaboratively to make group shapes
Adding rhythm and timing to shape movements

Milestone Indicators

Sustained concentration during 8-count sequences

Clear differentiation between different shapes

Smooth transitions between drawing, making and travelling

Key Teaching Points

Shape clarity is more important than perfect technique - encourage big, exaggerated movements
Timing and rhythm help children coordinate their movements - use consistent 8-count structure
Creative exploration should be celebrated - there are many ways to make each shape
Performance builds confidence - ensure supportive, positive audience environment
Spatial awareness develops through pathway work - emphasise clear directional changes
Body awareness grows through multi-limb shape drawing - encourage whole-body involvement
Reflection consolidates learning - help children articulate what they observed and felt

Common Misconceptions

Children may think shapes must be perfect - emphasise effort and creativity over precision
Some children believe faster movement is always better - teach value of controlled, deliberate movement
Children might think only hands can draw shapes - explicitly explore other body parts
Some may believe their shape choices are 'wrong' - reinforce all interpretations are valid
Children may think dance requires music - show that movement has its own rhythm and timing

SEN Adaptations

ADHD

Break activities into shorter segments, use clear visual boundaries, provide fidget alternatives during reflection time

dyspraxia

Simplify movements initially, provide extra practice time, use visual and verbal cues simultaneously

autism spectrum

Provide visual schedule of lesson sections, offer quiet space if overwhelmed, use consistent verbal cues and routines

visual impairment

Use tactile markers for floor shapes, provide verbal descriptions of all visual demonstrations, use peer guide for pathway activities

hearing impairment

Use visual signals for timing, demonstrate all movements clearly, provide written sequence cards with pictures

physical disability

Adapt to seated or supported standing positions, use arm movements for pathway travel, modify shapes to individual capability

Cross-Curricular Links

English

Developing descriptive vocabulary for movement, listening skills during instruction, speaking during reflection

Maths

Exploring 2D shapes - squares, triangles, circles and their properties through movement

Science

Understanding body parts and how they move, exploring forces in explosive movements

Art

Creating visual shapes and patterns, understanding form and space through physical expression

PSHE

Building confidence through performance, developing respect for others' creativity, teamwork during audience behaviour

Teacher Guidance

Positioning

Move around perimeter to observe all children, positioning for quick intervention if needed

Observation Focus

Watch for spatial awareness, shape clarity, timing control and safe movement

Intervention Points

Step in if children lose spatial awareness, struggle with balance, or need movement guidance

Demonstration Notes

Use exaggerated movements for visibility, maintain enthusiasm throughout, model positive language for reflection

Verbal Cues

•'Make it bigger so I can see!'
•'Sharp corners for squares!'
•'Smooth and round for circles!'
•'Hold your shape strong!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space for 30 children, with soft flooring for lying down activities

Surface Check

Clean, dry, non-slip surface suitable for barefoot or indoor shoe movement

Equipment Safety

Safety Checks

•Base stations have no sharp edges and are placed safely around perimeter
•Music equipment positioned away from movement area
•No loose wires or trailing cables in movement space

Risk Management

Key Risks

•Collisions during energetic balloon 'burst' movements
•Loss of balance during single-leg body part circles
•Overexcitement during performance section

Risk Mitigation

•Clear personal space boundaries established and maintained
•Progressive skill building from simple to complex movements
•Continuous monitoring during high-energy activities
•Calm transition periods between active sections

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all children during movement
•Monitor closely during lying down and floor work
•Watch for fatigue or overexertion during dance sequences

Emergency Procedures

Stop all movement immediately with clear signal, assess any injuries, provide appropriate first aid or seek help