Keep this light and lively. Get the children moving straight away with a quick wave-and-stamp.

Ask "What did your hands just do? What did your feet do?" Take a few one-word answers. Don't list every body part here, that comes in the carousel.

This is the modelled cycle before the carousel. Demonstrate each mime yourself, then have the whole class copy.

Think aloud as you go: "I wonder what my hands can do? I'll try holding this ball. Look, my hands held it! Hands are good at holding." Do the same for feet (hop), legs (walk on the spot) and eyes (look).

Name the job out loud each time so children link the part to its job: hands hold, hands clap, feet hop, legs walk, eyes look. All five of these jobs are practised at the carousel stations, so model each one clearly here.

Before the lesson: set up five small stations around the room: a holding/passing station with soft balls and beanbags; a hopping station (a clear floor space); a marching/walking station (a short clear path or set of footprint cards to walk along); a clapping station; and a looking station with viewing frames or empty card frames.

Introduce one station at a time as each group arrives rather than reading all five tasks out at once. Say the cue for that station only: "At this station we hold and pass the soft ball", then "At this station we hop", "At this station we march and walk along the path", "At this station we clap a happy rhythm", "At this station we look closely through the frame." This keeps it simple for four and five year olds who cannot read the screen back.

Move the class round in small groups, about 2 to 3 minutes per station. Use one clear, consistent move-on signal every time (a rhythm clap, a bell or a short burst of music) so children learn to expect the change. Keep it joyful and fast.

At each station ask "Which body part are you using? What is its job?" Look for children naming the part and the job (hands hold, feet hop, legs walk, hands clap, eyes look).

• Support: stand with a child and name the part for them, then have them copy the mime.
• Extension: ask "What else can your hands do?"

This is the display-only make-sense talk. Children mime and say their answers; nothing is written.

Draw out the five jobs the children practised: hands hold, hands clap, feet hop, legs walk, eyes look. Revoice clearly each time. The children walked at the marching station in the carousel, so they have a real memory to anchor the 'legs walk' answer.

Anchor 'training' first. Before you ask the runner question, explain that 'training' means practising the same job over and over to get good at it. A young child may only know 'train' as a vehicle, so make the meaning concrete with the footballer kicking again and again. Then make it clear that guessing together is welcome so no child worries about being wrong: "Let's all guess, there is no wrong answer."

Bring in the who helps us thread: a sportsperson trains their body parts to do amazing jobs. Keep examples simple (footballer, swimmer, runner).

Tiny home noticing task: ask children to spot one job their hands do at home tonight (maybe holding a spoon or turning a page) and tell you tomorrow.

Quick, safe pack-away. Praise the children for naming the jobs.

Close with a wonder: "I wonder what other amazing jobs our body parts can do?"