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Lesson 4 - Threading and Balance Control

Foundation Skills Through Play

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Nursery

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Fine Motor Skills

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45 min

Big Question

How can we use our fingers like clever robots to thread objects while keeping our balance like a statue?

Learning Objectives

To develop fine motor control through threading activities
To improve balance and stability on one leg
To enhance hand-eye coordination through precise movements

Key Outcomes

Children will thread objects with increasing control and accuracy
Children will demonstrate improved balance when standing on one leg
Children will show better coordination between visual tracking and hand movements

Equipment & Resources Required

Cones

8-10

Create 'pond' boundaries on either side of activity area

Alternative: Blue markers, blue rope

Hoops

Arrange as 'lily pads' creating pathways across pond

Alternative: Chalk circles, rope circles

Spots

10-12

Mix with hoops to create varied pathway challenges

Alternative: Paper plates, carpet squares

Threading Laces

15 pieces (50cm each)

Tie large knot at one end of each piece

Alternative: Shoelaces, thick wool

Straws

200+ cut to 6cm

Pre-cut and store in containers for easy access

Alternative: Pasta tubes, cut plastic straws

Plastic Cones

Check for cracks or sharp edges

Alternative: Wooden spoons, large serving spoons

Golf Balls

Use plastic eggs for safety with young children

Alternative: Ping pong balls, bean bags

Bolts

100+

Ensure holes are large enough for threading cord

Alternative: Large beads, cotton reels

Water Containers

Place at 20m distance from starting positions

Alternative: Hoops, buckets

Key Vocabulary

Threading

Putting objects through a piece of string or thread one by one

Balance

Standing steady on one foot without falling over

Control

Making our fingers and hands do exactly what we want them to do

Freeze

Stop moving completely like a statue

Pincer grip

Using thumb and finger together like a crab's claw to pick things up

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic grasping and releasing of objects
Simple balance activities with both feet
Following simple movement instructions

Current Skills

Threading objects with control
Balancing on one leg independently
Coordinating hand and eye movements

Next Steps

Complex threading patterns and sequences
Dynamic balance during movement
Fine motor skills for writing preparation

Milestone Indicators

Pincer grip becoming more refined

Balance improving from 3 to 8+ seconds

Hand-eye coordination becoming more precise

Key Teaching Points

Model pincer grip clearly - thumb and finger working together like crab claws
Emphasise control over speed in all threading activities
Build balance confidence gradually from supported to independent
Encourage partnership cooperation and turn-taking throughout
Celebrate effort and persistence as much as achievement
Use specific, descriptive praise for fine motor improvements
Connect threading skills to real-life applications like tying shoes

Common Misconceptions

Threading is just about getting objects through holes - explain it's about developing finger strength and control
Balance is just standing on one leg - show how eyes, arms, and core all work together
Faster is better in fine motor tasks - emphasise accuracy and control over speed
Some children 'can't do' threading - everyone can improve with practice and appropriate support
Balance skills don't transfer - explain how balance helps with writing, sports, and daily activities

SEN Adaptations

ADHD

Shorter activity bursts within stations, clear movement boundaries, regular positive feedback

dyspraxia

Larger threading materials initially, additional practice time, step-by-step guidance for complex movements

autism spectrum

Clear routine structure for rotations, visual schedule of activities, quiet space available if needed

visual impairment

Use bright coloured threading materials, provide verbal descriptions of equipment layout, buddy system for navigation

hearing impairment

Clear visual demonstrations of threading technique, hand signals for instructions, written activity cards

physical disability

Adapted threading materials with larger holes, seated threading options, modified balance activities

Cross-Curricular Links

Maths

Counting threaded objects, measuring balance time, recognising patterns in threading sequences

Science

Understanding balance and stability, exploring materials and textures, observing cause and effect in threading

Art

Creating patterns with threaded objects, developing fine motor skills for mark-making

PSHE

Working cooperatively in pairs, showing resilience with challenging tasks, celebrating others' achievements

Teacher Guidance

Positioning

Move between stations to observe all groups, position near small object activities for safety monitoring

Observation Focus

Watch for pincer grip development, balance progression, and safe movement between activities

Intervention Points

Step in if children struggle with threading technique, unsafe movement, or partnership difficulties

Demonstration Notes

Show threading technique slowly and clearly, exaggerate balance position for visibility, model good partnership cooperation

Verbal Cues

•'Pincer grip - use your crab claws!'
•'Steady hands, watch the thread!'
•'Flamingo balance - stand tall and still!'
•'Take turns like good partners!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m, clear of obstacles, suitable for running and equipment placement

Surface Check

Dry, non-slip surface suitable for jumping and balance activities

Equipment Safety

Safety Checks

•Check threading materials have no sharp edges
•Ensure bolts and straws are large enough to prevent choking hazards
•Verify eggs/balls are appropriate size and material
•Inspect spoons for cracks or sharp edges

Risk Management

Key Risks

•Slips during running to collect items
•Small object ingestion with threading materials
•Collisions during movement activities
•Falls during balance activities

Risk Mitigation

•Clear boundaries established for all movement areas
•Adequate spacing between children during activities
•Constant adult supervision of small object activities
•Progressive balance skill building with support available

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all three stations
•Monitor small object handling closely
•Ensure safe distances during running activities

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, remove hazards if necessary