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Lesson 1 - Start and Finish Shapes

Creative Body Shapes

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Year 2

•

Gymnastics

•

45 min

Big Question

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

Gymnastics Mats

6-8 mats

Spread mats around the space with clear pathways between them

Alternative: Carpeted area or outdoor soft surface

Apparatus

4-6 pieces

Position apparatus around room perimeter for final activity

Alternative: Playground equipment or marked floor areas

Cards

1 set of 12 cards

Keep cards visible for reference during skill development

Alternative: Teacher demonstrations or verbal instructions

Music Player

1 device

Use for timing sequences and creating atmosphere

Alternative: Counting or verbal rhythm

Key Vocabulary

Sequence

A series of gymnastics movements performed one after another in a set order

Balance

Staying still and steady on different body parts

Wide shape

Making your body as broad as possible using arms and legs

Narrow shape

Making your body thin and straight like a pencil

Tucked shape

Making your body small and round by pulling knees to chest

Levels

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

Holds balances for full 3 seconds consistently

Shows clear difference between levels

Demonstrates smooth transitions between elements

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