Making body shapes

• I can make a tall, wide and small shape
• I can stretch my fingers and toes
• I can hold my shape still for 3

• Physical Development: develop core strength, stability, balance and spatial awareness
• Physical Development: combine different movements with ease and fluency
• Gross Motor Skills ELG: demonstrate strength, balance and coordination when playing

1. Walk around the mats; on the drum, freeze in the shape on the card the teacher shows.
2. Jog lightly between shapes.

Gymnasts make strong, clear shapes. Show tall (reach up, stretch to fingertips), wide (arms and legs out), small (tuck tight like a seed) and star (on the floor or standing). Ask children to spot the stretchy fingers.

Organisation: 7 mins. Pairs share each of the 15 mats, one child at each end; everyone makes shapes simultaneously. Mats remain at least 2m apart. Teacher demonstrates from a clear central space, then circulates; any supporting adult stands beside pairs needing help with space or transitions. Teacher holds the four picture cards.

1. Teacher shows each picture card and says, ‘Tall, wide, small, star.’ Children copy standing at their own end of the mat.
2. Teacher calls, ‘Tall like a tower!’ Children stretch upwards, keep feet grounded and hold while everyone counts to three.
3. Teacher calls wide, small and star in turn. Children stretch sideways for wide, crouch for small, and spread arms and legs for star, holding each for three.
4. Teacher says, ‘Lower slowly; make sitting statues.’ Children sit on their own end and explore all four shapes as the teacher shows each card.
5. Teacher checks that partners have room, then says, ‘Lie down gently.’ Children make compact lying shapes within their own space, holding each for three.
6. Teacher invites, ‘Choose your favourite statue.’ Children choose a safe position, make their shape and hold while the teacher names shapes they can see.

Organisation: 7 mins. Children work simultaneously in pairs on the 15 mats, each keeping to their own end. Teacher stands centrally with the drum where everyone can see the growing demonstration. Any supporting adult moves alongside children who need help judging their sway or lowering slowly.

1. Teacher says, ‘Curl into a little seed.’ Children crouch or kneel in a small shape at their own end of the mat.
2. Teacher counts slowly to five and models growing. Children gradually rise, uncurl their bodies and stretch into tall trees.
3. Teacher says, ‘Strong tree trunks.’ Children keep their feet planted and hold tall for three counts.
4. Teacher makes a gentle drum roll and says, ‘A little breeze!’ Children sway their upper bodies a small amount while keeping their feet still.
5. Teacher stops the drum and counts down from five. Children slowly lower and curl back into seeds.
6. Teacher repeats the growing-and-shrinking story twice, inviting children to make their changes smoother rather than faster.

Organisation: 7 mins. Fifteen pairs face each other across their shared mats, one child at each end, with all pairs active together. Teacher demonstrates centrally using the shape cards as reminders, then walks around the outside of mats. Any supporting adult stands beside a pair rather than between the partners.

1. Teacher faces a child and demonstrates: ‘I make a shape; you copy.’ The other children copy the demonstration from their own mat ends.
2. Teacher gives each partner a role: ‘You lead first; you are the mirror.’ Partners face each other with enough room to open their arms.
3. Teacher says, ‘Leader, choose tall, wide, small or star.’ Leaders make one shape slowly; mirrors copy and both hold for three counts.
4. Teacher says, ‘Choose another shape.’ Leaders change slowly and mirrors copy, again holding for three.
5. Teacher calls, ‘Swap jobs.’ Partners exchange roles and repeat two shapes; continue swapping so everyone leads several times.
6. Teacher says, ‘Finish with a matching star.’ Partners make stars sized to their own space and hold together for three counts.

1. Stand tall as a snowman; sun comes out and you melt slowly to a puddle on the mat.
2. Lie still for 5 breaths.

• Bare feet on mats, long hair tied back, no jewellery
• Mats flat with no curled edges, not touching walls
• One child working on each end of the mat
• In Shape statues, check lying reach before stretching: heads, hands and feet must remain clear of the partner. Use bent-limb shapes if full stretches will not fit.
• In Seed to tree, keep swaying small and feet planted; children return upright immediately if they feel wobbly rather than trying to sway further.
• In Mirror shapes, children copy without touching or moving a partner’s limbs; leaders choose grounded shapes rather than jumps, rolls or balances on the head.