Keep this light and playful. Stand where everyone can see you. Touch your own head, then your knees, and invite a quick copy. Do not list every new word yet. That comes next.

Key question: Which body parts do you already know?

Have a clear patch of carpet ready for the action game. Keep any mirrors to one side until the look-and-point step.

Say each word clearly and point to it on your own body. Children copy one part at a time. Do not put a full word list on the board — Senior Infants mostly cannot read it. Reveal the six names only as you touch them: head, neck, shoulders, elbows, knees, ankles. Keep the board short or blank. The table below is for you.

Misconception to head off: some children point to the wrist for ankle, or the whole arm for elbow. Gently guide the finger to the right place and say the name again.

Model once: I wonder where my elbows are. I think they are the bends in my arms. I look and touch — yes, here. So elbows are the middle bends of my arms.

Before you start: push chairs back or use the carpet so each child has room to stretch without touching a neighbour.

How to run it:

• Call one part at a time. Children touch it on themselves and say the name aloud with you.
• Mix the order after the first round so they listen, not only copy a chant.
• Add a slow round and a silly fast round to keep energy joyful.
• Invite one or two children to be the caller while you join in.

Look-fors: child touches the correct part; child says the name; child stays in their own space.

Differentiation: stand beside a child who needs a model and touch the part with them. Confident callers can lead a round.

Safety: gentle touching of own body only. No poking others. Soft knees and ankles — no hard stamping.

Before the prompts: seat children in pairs (or name who sits beside whom) so every child knows their talk partner before you start. The main action is point-on-own-body and say the name. Mirrors are an optional check only.

Mirrors (keep simple): default to one large class mirror you hold, or two or three shared plastic hand mirrors that you bring along the row. Do not hand out a full set. One-per-pair is optional only if you already have them ready and can manage them inside this step. Hand-out and collection must fit inside these four minutes.

Prompt sequence (say slowly — use all six):

• Show me your head.
• Find your neck.
• Touch your shoulders.
• Point to your elbows.
• Show me your knees.
• Find your ankles.

Every child points on their own body and whispers the name to their partner, whether or not a mirror reaches them.

Watch for wrist/ankle mix-ups and whole-arm/elbow mix-ups. Revoice the correct place without making a fuss.

Open the interactive on the IWB in explore mode (not display). The child figure starts without labels fixed on it. The six labels sit ready to place: head, neck, shoulders, elbows, knees, ankles. The class works out where each one goes; you do not show a finished labelled figure at load.

Drive it like this:

• Read one label aloud (Senior Infants mostly cannot read it alone). Ask: Where does this go on our child?
• Invite the class to point on the board figure, or bring one child up to help place it. Confirm and snap the label on.
• Straight away: class points to that part on their own bodies and says the name with you.
• Repeat for all six. Then mix the order: point to a part on the figure and ask What is this part called? before you touch the matching label.
• Use the prompts: Can you point to your elbows? Where is your neck?

What good looks like: children help place or direct each label, say the name, and touch the matching part on themselves.

If the figure is hard to see from the back, invite the class to stand for this step.

Whole-class talk on the carpet. Keep it oral and short. Start from the body hook already on the board (point to a sore or bumpy part), then the plain everyday question about people who look after us. Do not put helper job titles on the IWB until children have offered ideas.

Draw out after they talk:

• A doctor needs the right names so they know where it hurts and how to help.
• Someone who helps us move and stretch again when a part is sore (a physiotherapist — say physio only if you gloss it in plain words first). They name knees, ankles, shoulders and elbows so the exercises go in the right place.

Ask: If you bumped your knee, which helper might need that name? Revoice answers in simple words. Keep the body hook: children point to the part as they talk. This is the Nature of STEM weave for today — people who care for us use these names to help.

Do not turn this into a long careers talk. One or two clear examples is enough.

Quick oral close with time to tidy. Keep the board free of a full written list of the six names — Senior Infants mostly cannot read it. Invite three children to name and touch one part each while you model on your own body. Celebrate joining in, not perfection.

Collect any mirrors and put chairs or carpet spaces back. A tiny home noticing idea you may say aloud: Tonight, show a grown-up your elbows and your ankles. Keep it oral only — no worksheet and no digital task.