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Lesson 6 - Creating and Linking Body Shapes

Body Awareness & Creative Move

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Reception

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Fundamental Movement Skills

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30 min

Big Question

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

Hoops

7 hoops in different colours (red, blue, yellow, green)

Spread hoops around activity area with space between each

Alternative: Coloured mats, spot markers, or cones

Music Player

Test volume and have pause/play easily accessible

Alternative: Phone with speaker, iPad with music app

Safety Mats

6-8 mats

Place mats for safe floor work, ensure non-slip surface

Alternative: Carpet squares, yoga mats, or clean floor space

Key Vocabulary

Tall shape

A body position where we stretch up high, making ourselves as long as possible

Wide shape

A body position where we spread out sideways, taking up lots of space

Small shape

A body position where we curl up tight, making ourselves as tiny as possible

Balance

Staying steady and not falling over when we make our shapes

Linking

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

Can distinguish between and name three basic shapes

Demonstrates control when holding shapes for 3-5 seconds

Shows spatial awareness when working with partners

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