Lesson 6 - Creating and Linking Body Shapes
Body Awareness & Creative Move
•Reception
•Fundamental Movement Skills
•Start Planning Better PE Lessons
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How can we use our bodies like building blocks to create amazing shapes and connect them together?
Learning Objectives
- To create tall, wide, and small shapes using different body positions and balance
- To work cooperatively with a partner to create linked shapes
- To demonstrate control and coordination when moving between different body shapes
Key Outcomes
- Students will confidently create three distinct body shapes with control
- Students will successfully work with a partner to create connected shapes
- Students will demonstrate improved body awareness and spatial understanding
Equipment & Resources Required
Spread hoops around activity area with space between each
Alternative: Coloured mats, spot markers, or cones
Test volume and have pause/play easily accessible
Alternative: Phone with speaker, iPad with music app
Place mats for safe floor work, ensure non-slip surface
Alternative: Carpet squares, yoga mats, or clean floor space
Key Vocabulary
A body position where we stretch up high, making ourselves as long as possible
A body position where we spread out sideways, taking up lots of space
A body position where we curl up tight, making ourselves as tiny as possible
Staying steady and not falling over when we make our shapes
Connecting our shapes together with a partner or moving from one shape to another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of up, down, big, small concepts
- Ability to follow simple movement instructions
- Experience with basic balance activities
Current Skills
- Creating distinct body shapes with intention
- Coordinating movements to achieve specific positions
- Working cooperatively with partners on movement tasks
Next Steps
- Combining shapes into longer sequences
- Creating group shapes with multiple partners
- Using shapes in creative movement stories
Milestone Indicators
Key Teaching Points
- Emphasise quality of shape formation over speed of movement
- Focus on developing body awareness and spatial understanding
- Encourage cooperative problem-solving in partner activities
- Build confidence through achievable challenges and positive reinforcement
- Connect physical movements to descriptive vocabulary development
- Maintain safety through controlled movements and appropriate spacing
- Celebrate individual progress and effort rather than comparing abilities
Common Misconceptions
- Thinking shapes must be perfect - emphasise personal best effort and individual variation
- Believing faster movement means better performance - focus on control and quality
- Assuming all students learn at same pace - provide individual support and encouragement
- Expecting immediate mastery - explain that skills develop gradually through practice
- Thinking partner work means identical performance - celebrate different approaches and solutions
SEN Adaptations
ADHD
- Use shorter activity segments with frequent changes, provide clear boundaries and expectations, incorporate more movement opportunities
dyspraxia
- Break down movements into smaller steps, provide additional practice time, use wall or partner support for balance activities
autism spectrum
- Provide visual schedule of lesson activities, allow processing time between instructions, create quiet space if overstimulated
visual impairment
- Use tactile cues and verbal descriptions of shapes, provide partner guidance for spatial awareness, use textured mats to define personal spaces
hearing impairment
- Use visual signals for music stops, provide clear visual demonstrations of all shapes, use hand signals for instructions
physical disability
- Adapt shapes for seated or supported positions, focus on achievable range of movement, provide additional support equipment if needed
Cross-Curricular Links
Maths
Shape recognition and spatial concepts, positional vocabulary (tall, wide, small), counting transitions and holding positions
Science
Understanding balance and centre of gravity, exploring how body parts work together, observing cause and effect in movement
Geography
Spatial awareness and direction, understanding personal space and boundaries, mapping body positions
PSHE
Cooperation and teamwork skills, building confidence through achievement, respecting others' personal space
Teacher Guidance
Positioning
Move around the outside of the activity area for maximum visibility, stay near music controls during musical activities
Observation Focus
Watch for quality of shape formation, balance and control, partner cooperation and safety
Intervention Points
["Step in if students are struggling with balance or shape formation", "Support partner communication and problem-solving", "Assist with left/right identification if needed"]
Demonstration Notes
Use exaggerated movements to show clear differences between shapes, model breathing and calmness during challenging positions
Verbal Cues
- •'Reach for the sky!' for tall shapes
- •'Spread like a starfish!' for wide shapes
- •'Curl like a hedgehog!' for small shapes
- •'Focus on one spot!' for balance
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, suitable for floor work and partner activities
Surface Check
Clean, non-slip surface free from obstacles, mats available for floor shapes
Equipment Safety
Safety Checks
- •Hoops checked for cracks or sharp edges
- •Mats positioned securely to prevent slipping
- •Music equipment tested and volume appropriate
Risk Management
Key Risks
- •Collisions during movement phases
- •Falls when transitioning between shapes
- •Unsafe partner contact during connected shapes
Risk Mitigation
- •Clear boundaries and personal space established
- •Emphasis on controlled, smooth movements
- •Teaching safe partner connection methods
- •Regular checks on student spacing and fatigue levels
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during floor work
- •Move around space during partner activities to monitor interactions
- •Extra attention during transition phases and partner work
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid support, contact school first aider if needed