Lesson 1 - Start and Finish Shapes
Creative Body Shapes
•Year 2
•Gymnastics
•Start Planning Better PE Lessons
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How can we create amazing gymnastics sequences that tell a story through our body shapes?
Learning Objectives
- Combine balance, rolling, travelling, jumping, rocking and spinning actions into a 4-element sequence
- Perform sequences using recognised start and finish shapes
- Create shapes at different levels using various body parts for balance
Key Outcomes
- Students will demonstrate a 4-element gymnastics sequence with clear start and finish shapes
- Students will show control and balance when creating shapes at high, medium and low levels
- Students will transfer their floor sequences onto apparatus safely and confidently
Equipment & Resources Required
Spread mats around the space with clear pathways between them
Alternative: Carpeted area or outdoor soft surface
Position apparatus around room perimeter for final activity
Alternative: Playground equipment or marked floor areas
Keep cards visible for reference during skill development
Alternative: Teacher demonstrations or verbal instructions
Use for timing sequences and creating atmosphere
Alternative: Counting or verbal rhythm
Key Vocabulary
A series of gymnastics movements performed one after another in a set order
Staying still and steady on different body parts
Making your body as broad as possible using arms and legs
Making your body thin and straight like a pencil
Making your body small and round by pulling knees to chest
The height of your shape - high (standing), medium (kneeling), low (lying)
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body shapes (wide, narrow, tucked)
- Simple balancing on different body parts
- Following movement instructions safely
Current Skills
- Creating sequences with start and finish shapes
- Performing shapes at different levels
- Combining 4 different gymnastics elements
Next Steps
- Adding apparatus work to sequences
- Creating longer sequences with more elements
- Evaluating and improving own and others' work
Milestone Indicators
Key Teaching Points
- Always emphasise safety first, especially with apparatus work
- Use the 3-second rule consistently for shape holds throughout the lesson
- Connect movements to storytelling to help children remember sequences
- Encourage creativity within the structure of the lesson requirements
- Build confidence through progressive skill development from floor to apparatus
- Use positive reinforcement to celebrate effort and improvement
- Ensure all children understand the concept of levels before moving to sequences
Common Misconceptions
- Children thinking they need completely new sequences for apparatus rather than adaptations
- Believing that faster movement means better performance in gymnastics
- Confusing shape names (wide, narrow, tucked) with level names (high, medium, low)
- Thinking sequences must be complex to be good rather than focusing on control and accuracy
- Not understanding that different body parts can be used for balancing in shapes
SEN Adaptations
ADHD
- Regular movement breaks, clear structure with timing, positive reinforcement for focus
dyspraxia
- Extra time for skill development, simplified sequences initially, additional practice opportunities
autism spectrum
- Clear routines and expectations, visual schedules, quiet spaces available if needed
visual impairment
- Clear verbal descriptions of all shapes and movements, tactile guidance for positioning, buddy system for support
hearing impairment
- Visual demonstrations emphasised, clear positioning for lip reading, use of hand signals for timing
physical disability
- Adapted shapes for wheelchair users, modified apparatus heights, focus on achievable movements
Cross-Curricular Links
English
Sequence vocabulary, describing movements, storytelling through movement
Science
Understanding body mechanics, balance and forces, how muscles work during movement
Art
Creating shapes with the body, understanding form and space, expressing creativity through movement
Teacher Guidance
Positioning
Move around the space to observe all children, position centrally during demonstrations
Observation Focus
Look for sequence structure, shape quality, safety awareness, and individual progress
Intervention Points
Step in if children struggle with sequence memory, need apparatus safety reminders, or require differentiation
Demonstration Notes
Use clear, exaggerated movements when demonstrating shapes and sequences. Show both correct and incorrect examples to aid understanding.
Verbal Cues
- •'Hold that shape for 3 seconds!'
- •'Make your shape bigger/smaller/more controlled!'
- •'Think about your sequence story!'
- •'Safety first on the apparatus!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space (hall or gymnasium) minimum 10m x 15m, clear of obstacles
Surface Check
Non-slip surface, even flooring, adequate cushioning from mats
Equipment Safety
Safety Checks
- •All mats clean and properly positioned
- •Apparatus checked for stability before use
- •Clear pathways maintained around equipment
- •Age-appropriate apparatus heights only
Risk Management
Key Risks
- •Falls during sequence performance
- •Collisions during movement activities
- •Overexertion during apparatus work
- •Inappropriate use of equipment
Risk Mitigation
- •Clear boundaries and personal space established
- •Progressive skill building from floor to apparatus
- •Constant adult supervision during apparatus work
- •Emphasis on controlled movement throughout
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations
- •Rotate between groups during apparatus work
- •Monitor energy levels and provide rest as needed
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid, contact office if needed