Lesson 6 - Body Shapes and Movement Patterns
Imaginative Movement & Storytelling
•Reception
•Dance
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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
Arrange in square, triangle and circle patterns around the space
Alternative: Cones, bean bags, or hula hoops for marking floor shapes
Test volume levels before lesson starts
Alternative: Any music player with clear sound
Have music ready to play for 10-minute warm-up section
Alternative: Any upbeat, engaging music suitable for movement
Key Vocabulary
The form or outline that our body makes
The route or track we follow when moving
Making movements really big and clear so everyone can see
A series of movements that follow one after another
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
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