A movement sequence joins actions in a planned order. You can explore shapes with hands, arms or the whole body, seated or standing. Balance means controlling your position over a base of support. Weight transfer means moving support from one body part or position to another. A teacher chooses suitable activities for each learner; there is no need for high balances or inverted positions in this lesson.

Begin in a clear, dry space after a teacher-led warm-up. A wide shape might spread the arms; a narrow shape brings them closer. A straight arm and a gently curved arm can make different shapes without forcing a joint. Your base of support is the area supporting your body, such as feet on the floor or a stable seat. Use only comfortable movements and stop if anything hurts, feels dizzy or seems unsafe. Do not copy a classmate’s range as a target.

In a teacher-approved standing task, a learner may shift gently from two feet towards one side and return, using support if needed. A seated alternative can transfer pressure gently between stable sitting positions while feet and seating remain secure. The teacher decides the suitable version. The purpose is a controlled transition, not staying up longest or pushing someone off balance. Never pull on another learner as a support, use unstable furniture or close your eyes to make the task harder.

Plan a short sequence such as reach wide, bring arms narrow, make a curved shape, transfer gently and finish still. Show the order on five cards before moving. Rehearse slowly, allow space and use a clear stop signal. A partner can describe the sequence without judging body size or flexibility. Review whether each transition was controlled and whether the ending was deliberate. A learner may demonstrate with hands, draw the actions or direct a safe puppet sequence when movement is not appropriate.

Make four or five action cards and link them into a teacher-approved sequence. Include a shape change, a controlled transition and a still ending. Use a seated, standing or paper version appropriate to the learner.

You may explain your plan, arrange picture cards or use an adapted version agreed with the teacher. Describe one choice and how it helps the task.