Lesson 2 - Creating Shapes on Apparatus
Body Control Skills
•Reception
•Gymnastics
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How can we use our bodies to create clear shapes whilst moving on different apparatus?
Learning Objectives
- To be able to create shapes whilst on apparatus
- To move confidently and safely on different pieces of apparatus
- To demonstrate good control and coordination when moving between shapes
Key Outcomes
- Students will create tuck, straight, star, pike and straddle shapes on apparatus
- Students will move safely and confidently on benches, tables and mats
- Students will link movements and shapes in a simple sequence
Equipment & Resources Required
Position safely with mats underneath for landing
Alternative: Low boxes or benches
Secure firmly, check for splinters
Alternative: Long low boxes
Place under all apparatus for safe landing
Alternative: Crash mats
Arrange in lines of 4 for jumping activities
Alternative: Chalk circles on floor
One per mat station for rolling activities
Alternative: Bean bags or soft balls
For ice and sun warm-up game
Alternative: Coloured bean bags
Large enough for whole class to see
Alternative: Hand-drawn shape cards
Key Vocabulary
A curled shape where knees are pulled up to chest
A narrow shape with body extended in a line
A wide shape with arms and legs extended out
Bent at hips with straight legs and back
Legs wide apart with straight back
Equipment used in gymnastics like benches and tables
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and movement
- Following simple instructions
- Understanding of personal space
Current Skills
- Creating five basic gymnastic shapes
- Moving confidently on apparatus
- Controlling body movements with precision
Next Steps
- Combining shapes into longer sequences
- Creating shapes at different levels
- Demonstrating shapes with increased complexity
Milestone Indicators
Key Teaching Points
- Always demonstrate shapes clearly before asking children to copy
- Emphasise holding shapes for 3 seconds to develop control
- Use 'squeeze your muscles' cue to help with shape tension
- Ensure only one child on apparatus at a time for safety
- Rotate stations efficiently to maintain engagement
- Link apparatus work back to basic floor shapes
- Celebrate effort and improvement over perfection
Common Misconceptions
- Thinking shapes only work on the floor - show how apparatus enhances shape work
- Believing faster is better - emphasise control and precision
- Assuming apparatus is scary - build confidence gradually
- Forgetting shape names - use repetition and visual reminders
- Not understanding muscle tension - use 'squeeze like a sponge' analogies
SEN Adaptations
ADHD
- Frequent position changes, clear physical boundaries at stations, immediate positive feedback system
dyspraxia
- Extra practice time for shape formation, simplified apparatus initially, peer support for demonstrations
autism spectrum
- Clear visual sequence cards for station rotation, quiet area available if overwhelmed, predictable routine
visual impairment
- Tactile shape cards, buddy system for apparatus guidance, verbal descriptions of all demonstrations
hearing impairment
- Visual shape cards always available, demonstration-heavy teaching, hand signals for station changes
physical disability
- Adapted shapes suitable for wheelchair users, modified apparatus heights, seated shape variations
Cross-Curricular Links
English
Learning new vocabulary for shapes, describing movements and positions, following complex instructions
Maths
Counting to 3 when holding shapes, recognising 2D shapes in body positions, spatial concepts of wide/narrow
Science
Understanding how muscles work when tensing for shapes, exploring balance and stability
Art
Creating shapes with bodies like artists create shapes in drawings, exploring line and form
PSHE
Taking turns and sharing apparatus, building confidence through achievement, supporting classmates
Teacher Guidance
Positioning
Move between stations during activities, central position for demonstrations
Observation Focus
Watch for shape quality, apparatus confidence, and peer interaction
Intervention Points
Step in when shapes are unclear, apparatus use is unsafe, or children need encouragement
Demonstration Notes
Use exaggerated movements for clarity, involve children in demonstrations, repeat key shapes multiple times
Verbal Cues
- •'Squeeze those muscles tight!'
- •'Make your shape hold for 3 seconds!'
- •'Watch the person in front finish their turn!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium with minimum 15m x 12m clear space
Surface Check
Non-slip surface, dry and clean, checked for hazards
Equipment Safety
Safety Checks
- •All apparatus checked for stability and damage before use
- •Mats positioned under all apparatus
- •Agility tables checked for secure assembly
- •Benches checked for splinters and secure placement
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between children
- •Trapped fingers or pinching
- •Overconfidence leading to unsafe attempts
Risk Mitigation
- •Clear waiting areas established at each station
- •One child on apparatus at a time rule
- •Adult supervision at each station during peak activity
- •Progressive skill building from floor to apparatus
Supervision & Emergency Procedures
Supervision Points
- •Position to see all stations simultaneously
- •Extra attention to agility table station
- •Monitor for fatigue affecting performance
- •Watch for children encouraging unsafe attempts
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, record incident