Lesson 6 - Shapes and Balances with Equipment
Movement Foundations
•Reception
•Gymnastics
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How can we use our bodies to create letters and shapes whilst balancing on different equipment?
Learning Objectives
- To discover and perform simple shapes and balances using body positioning
- To explore balancing in a variety of ways on equipment and floor surfaces
- To develop spatial awareness and control through letter formation and balance challenges
Key Outcomes
- Students will demonstrate at least 3 different body shapes with control
- Students will balance on equipment showing stillness for 3+ seconds
- Students will work cooperatively to form letters in pairs or small groups
Equipment & Resources Required
Evenly spaced around room with clear pathways between
Alternative: Carpet squares, yoga mats
Laid out straight as 'snakes' on floor
Alternative: Lines of cones, masking tape on floor
Create ladder patterns next to snake ropes
Alternative: Bean bags, markers
For teacher to signal freeze commands
Alternative: Whistle, clapping, drum
Optional for creating ladder patterns on floor
Alternative: Chalk for outdoor use
Key Vocabulary
The outline or form your body makes when you position it in different ways
Staying steady and still without falling or wobbling
Making your body small by pulling your knees to your chest
Making your body long by extending arms and legs
Not moving at all, like a statue
The route or direction you travel when moving
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and simple movements
- Following simple instructions and stopping on command
- Understanding of personal space and safe movement
Current Skills
- Creating and holding body shapes with increasing control
- Balancing on equipment using feet and different body parts
- Working cooperatively to form letters and patterns
Next Steps
- Linking shapes and balances into simple sequences
- Using apparatus to create more complex balancing challenges
- Developing rolling and weight transfer skills
Milestone Indicators
Key Teaching Points
- Always demonstrate movements before asking children to attempt them
- Emphasise looking forward, not down, during balance activities
- Encourage creativity while maintaining safety boundaries
- Use freeze commands to develop control and listening skills
- Build confidence through achievable challenges and positive reinforcement
- Connect physical movements to literacy and numeracy learning
- Focus on effort and improvement rather than perfect execution
Common Misconceptions
- Children may think balancing means staying completely rigid - teach them to make small adjustments
- Some may believe looking down helps balance - emphasise looking ahead for better stability
- Children might think faster is better - reinforce that control and quality matter more than speed
- Some may worry about making 'wrong' shapes - emphasise creativity and personal interpretation
- Children may think they need to be perfect immediately - teach that learning takes practice and mistakes help us improve
SEN Adaptations
ADHD
- Build in frequent movement breaks, use energetic activities to focus attention, provide clear, simple instructions
dyspraxia
- Break down movements into smaller steps, allow extra practice time, use larger equipment for easier success
autism spectrum
- Provide visual schedule of activities, allow breaks if overwhelmed, use consistent routines and clear expectations
visual impairment
- Use bright coloured ropes and cones, provide verbal descriptions of shapes, assign peer buddy for guidance
hearing impairment
- Use visual signals for start/stop, demonstrate all movements clearly, position child where they can see teacher
physical disability
- Adapt shapes to seated or supported positions, use wider balance equipment, focus on achievable movements
Cross-Curricular Links
Maths
Counting seconds for balances, recognising geometric shapes, understanding spatial concepts like wide/narrow
Science
Understanding how the body moves and balances, exploring forces and stability, developing body awareness
PSHE
Building confidence through achievement, working cooperatively with partners, resilience when facing challenges
Teacher Guidance
Positioning
Move around space to observe all children, position centrally for demonstrations
Observation Focus
Watch for control in shapes, balance confidence, cooperation in partner work
Intervention Points
Step in if children struggling with balance, not following safety rules, or excluding others
Demonstration Notes
Always demonstrate from position where all children can see, exaggerate key points, use child helpers when appropriate
Verbal Cues
- •'Hold that shape still like a statue!'
- •'Look ahead, not down at your feet!'
- •'Soft landings, bend your knees!'
- •'Work together to make that letter!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium, minimum 15m x 10m clear space
Surface Check
Flat, non-slip surface, check for any obstacles or hazards
Equipment Safety
Safety Checks
- •Ensure mats lie flat with no curled edges
- •Check ropes have no frayed areas
- •Confirm cones are stable and not cracked
- •Test tambourine for comfortable volume
Risk Management
Key Risks
- •Falls during balancing activities
- •Collisions during movement between equipment
- •Overexertion during continuous activities
- •Fingers caught in equipment
Risk Mitigation
- •Establish clear boundaries and pathways
- •Teach proper falling techniques (tuck and roll)
- •Ensure adequate spacing between groups
- •Monitor fatigue levels and provide rest periods
- •Adult supervision at each activity station
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all equipment areas
- •Move around actively during activities
- •Give clear, loud instructions
- •Watch for signs of fatigue or difficulty
Emergency Procedures
Stop all activity immediately, assess injury, provide appropriate first aid, remove child from activity if needed