Body Control Shapes

Overview

In this 2nd PE lesson of the unit “Balance and Weight Essentials”, students practise creating different body shapes while keeping control and balance. This builds from Lesson 1 by reusing balance cues and adding controlled “shape” positions.

Learning intentions

• Students will create 2–3 different body shapes (still positions) while balancing.
• Students will keep control by holding a shape safely for a short count without moving or wobbling.
• Students will recognise that bodies can change position and balance on different parts (e.g. feet, knees, hands) in safe ways.
• Students will use simple communication to explain what helped their balance (one cue or word).

Success criteria

• I can make a clear body shape and hold it still for 3 seconds.
• I can balance without falling or stepping out of my space.
• I can choose a safe body position (feet/hands/knees) and control my body movements.
• I can tell my partner one thing that helped my balance (e.g. “tight tummy”, “look forward”, “slow moves”).

Curriculum links

• Personal, Social and Community Health – Health Education (Identities and change): recognise some changes to the body and locate body parts used for balance (Foundation pathways that begin with recognising body parts and changes).
• Skills focus in PE: practising body control and safe movement to support how the body moves during familiar activities (Towards Foundation pathways that build body awareness and responses).
• Achievement standard alignment (Foundation): students identify attributes in themselves and others and show increasing awareness through movement choices and safe participation.

Lesson structure (50 minutes)

1. 0–5 min · Retrieval warm-up (Shape Tag). Teacher sets an indoor/outdoor grid and reviews last lesson’s balance rule: “Stop–Still–Safe.” Students move on teacher call, then freeze in a teacher-named shape (e.g. “star”, “turtle”, “tree”) using quiet, controlled body positions.
2. 5–8 min · Goals (WALT) and safety. Teacher states: “WALT create different body shapes and hold them with control while balancing.” Students repeat the 2–3 “I can” success criteria and practise the safety signal: hands up = stop, listen.
3. 8–20 min · Learning (I Do – We Do – You Do). Teacher models 3 shapes in front of the class, showing cues and timing:

• Cue 1: “Tight tummy” (core control)
• Cue 2: “Look forward” (head stable)
• Cue 3: “Slow hands” (no flinging) We Do: In pairs, students practise with teacher counting “1–2–3, freeze” for each shape; teacher checks for safe spacing and stillness. You Do: Small groups rotate through 3 stations:
• Station A: Balance on two feet (e.g. tall shape, star arms)
• Station B: Balance with one knee bent (e.g. tripod shape)
• Station C: Balance on hands and knees (e.g. “table” shape) Teacher gives quick feedback: “Good still shape!” or “Try tightening your tummy and slow your breathing.”

4. 20–35 min · Consolidation (Game-based: Shape Balance Roads). Teacher creates “roads” with floor markers/tape for each child’s lane (low risk of collisions). Students roll a beanbag or die-sized card (teacher shows, not throws at faces). The card shows a shape icon. Students travel to their lane and hold the matched shape for 3 seconds, then move to the next icon.

• Teacher roams and reteaches: if many wobble, teacher demonstrates “smaller shape = better control” and pauses the game for 30 seconds.
• Peer support: partners give one-word cue in either English or Spanish (e.g. “tenso / tight”, “mirar / look”).

5. 35–45 min · Targeted rounds (Support/Extension). Teacher runs a brief “coach and swap” rotation:

• Support group: fewer shapes (choose 2 shapes only), longer hold time at first (2 seconds) then increase.
• Extension group: add a transition challenge: “Change shape slowly without stepping out of your space,” still holding control for 3 seconds after the change.

6. 45–50 min · Show Me What You Know. Students play a final 2-minute round of Shape Balance Roads. Then they do a quick partner talk: “My best balance cue was ___.” Teacher calls 3 students to demonstrate one shape while the class counts to 3, applauding controlled stillness.

Resources

• Floor tape/markers for lanes and safe zones
• Shape cards (icons only): star, tall, turtle, tree, table (teacher holds up)
• Beanbags or soft markers (one per group)
• Cones or spot markers for stations
• Visual cue posters: “Stop – Still – Safe”, “Tight tummy”, “Look forward”
• Timer for 3-second holds
• Optional: dice-style spinner with shape icons

Assessment

• Teacher formative checks during stations and games: can the student hold a clear shape for 3 seconds without stepping out or losing control?
• Observation checklist: safety (space awareness), stillness, correct use of body parts (feet/knees/hands).
• Exit evidence: partner explanation (one cue word) linked to success criteria.

Differentiation

• Support scaffolds: fewer shapes, start with 2-second holds, allow a “wall touch” for balance confidence (for agreed area), use teacher-led counting rhythm.
• Reduced complexity: simpler shapes (tall and star arms) before moving to one-knee or hands-and-knees positions.
• Extension challenges: add a “slow transition” (change shape carefully) or choose a “harder base” (stillness with narrower stance) while maintaining safety.
• Inclusion & behaviour: clear boundaries (one lane = one student group), teach “freeze instantly” and “safe body distance”; reward teamwork with points for respectful partner cues (“good coaching!”).

Spanish (CLIL) for students (use during movement)

• “Quieto” (still), “lento” (slow), “fuerte” (tight/strong), “miro” (I look), “tú puedes” (you can). (Use gestures so a CRT can follow easily.)