Children will be able to use three 'like' movements of body shape to make a short sequence with a clear beginning, middle and end. 

Children will be able to describe how their bodies feel during different activities.

Ask children to start by moving around the workspace slowly using their bodies to make as many different shapes as they can. Repeat the activity gradually increasing the pace. Can children run and jump into a shape? Can children crawl then explode into a large shape? etc.

Floor Work
Ask children to find different movements where their body goes into a long shape [sideways rolls, pushing and pulling movements, jumps, shoulder balances, handstands, etc.] Give children some time to explore different ways then ask two or three children to demonstrate.

Discuss ways of making the body curve - backwards, forwards, sideways. Ask children to practice making these movements taking weight on different parts of their bodies. Interact with children, asking them to describe what they are doing and helping them to develop specific skills. Choose some children to demonstrate and ask the rest of the class to describe the kinds of movements they are making and the parts of their bodies that are taking the weight.

Ask children to make a short sequence in which they start on one part of their body making a wide shape and then move to another part of their body to make a long shape. Extend this by adding another task - make another shape such as rounded, arched, twisted. As a class decide on the order for the sequence emphasising that it will have a beginning, middle and end. Each part will have a different shape. When children have had chance to make, practice and repeat their sequence a number of times get some children to demonstrate. Discuss how the shape changes and what parts of the body are taking the weight. Are the children still when they make each shape?

Apparatus
Remind children about the agreed rules for putting out apparatus safely. Children should choose a partner then half the class should work in fours to put out a mat for each group while the other half put a hoop per pair in a space on the floor. Ask children to sit quietly when they have completed the task given and to watch and check that other children have put out apparatus correctly.

Children work in pairs either on a mat or with a hoop. Remind children they need to have a clear beginning and end position to their sequence. Emphasise that the middle part of their sequence is performed on the mat or hoop.

Mats: Challenge children to find a way of moving over the mat where the body starts in one shape, changes on the mat, then finishes in another shape.

Hoops: Challenge children to find a way of moving towards the hoop where the body starts in one shape, changes shape to pass through the hoop, then changes shape once again as they move away from the hoop.

When children have had time to invent, practice and repeat their sequence ask children working on the mats to demonstrate what they have done then do the same for children working with the hoops. Ask each group to comment on the shapes and movements made by the other group. Encourage children to suggest ways of improving a particular movement or sequence.

Let children change groups. Encourage them to use ideas from their first sequence or to develop those used by the other group when making up a new sequence on the other small apparatus. Again let each group demonstrate and ask children to accurately describe what they see.

Cool Down
Remind children about the rules for putting the apparatus away safely then ask children to put the mats away but to keep out the hoops. Divide children equally between the hoops then ask children to stand in a line with a little space between each child. The child at the beginning of the line starts by holding the hoop and stretches every part of their body as much as they can. They then pass the hoop to the next child who does the same. After stretching and passing the hoop the child should curl up small then relax their body upon the ground.

When the hoop has passed along the line the last child puts it away. Children describe how their bodies felt different when stretching and relaxing. Choose a child to describe the changes they felt in their bodies during the lesson. While children relax the teacher reminds children of the skills they learnt in today's lesson and that in coming lessons children will be developing their sequences in other ways.

Can children make a 'like' sequence of three different shapes with a clear beginning, middle and end? 

Can children accurately describe movements made by others? 

Can children describe how their bodies change during exercise?