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Lesson 1 - Fine Motor Control and Precision

Fine Motor Foundations

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Reception

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Fine Motor Skills

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45 min

Big Question

How can we use our hands with precision to complete challenging tasks?

Learning Objectives

Develop fine motor control through precision tasks
Improve hand-eye coordination using tools and equipment
Practice following instructions and working as part of a team

Key Outcomes

Students will demonstrate improved grip strength and control when using tools
Students will show increased accuracy in precision movements
Students will work cooperatively in team challenges

Equipment & Resources Required

Plastic Cups

15 (1 per group plus spares)

Check pegs open and close smoothly

Alternative: Tweezers, tongs, or large clothes pegs

Balls

30-40

Place in centre circle initially, spread around for collection

Alternative: Small soft toys, rolled up socks

Elastic Bands

Check bands are not too tight or loose for children's hands

Alternative: Hair bands, rubber rings

Plastic Beakers

Ensure beakers are stable and right size for elastic bands

Alternative: Small cups, containers

Marshmallows

100

Check for allergies before use

Alternative: Foam cubes, ping pong balls

Plastic Cones

Ensure forks are safe with no sharp edges

Alternative: Cocktail sticks (with safety supervision), spoons

Bowls

Wide enough for marshmallows to drop in easily

Alternative: Small containers, cups

Yoga Blocks

90 pieces

Check blocks are clean and not splintered

Alternative: Large building blocks, wooden blocks

Hoops

4-5

Large enough to contain equipment clearly

Alternative: Cones to mark areas, chalk circles

Cones

Mark boundaries and collection points

Alternative: Markers, spots

Key Vocabulary

Precision

Being very careful and exact in your movements

Grip

How you hold something with your fingers and thumb

Control

Making your body do exactly what you want it to do

Coordination

Using different parts of your body together smoothly

Concentration

Focusing your mind completely on what you're doing

Skill Progression Pathway

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

Prior Learning

Basic gross motor skills - running and moving safely
Simple object manipulation - picking up and carrying items
Understanding of turn-taking and following basic instructions

Current Skills

Precision grip using thumb and forefinger
Hand-eye coordination with tools
Controlled movement while carrying objects

Next Steps

More complex fine motor tasks with smaller objects
Bilateral coordination using both hands simultaneously
Precision tasks requiring sustained concentration

Milestone Indicators

Consistent successful grip on tools

Smooth coordination between movement and manipulation

Sustained attention during precision tasks

Key Teaching Points

Correct pincer grip with thumb and forefinger for all tool use
Patience and persistence when precision tasks are challenging
Balance between speed and accuracy - control is more important
Cooperation and encouragement in team activities
Safe movement patterns during active phases
Building confidence through progressive skill development
Celebrating effort as well as achievement

Common Misconceptions

That faster completion is better - emphasise control over speed
That tools should be gripped tightly - teach gentle, controlled pressure
That dropping objects means failure - frame as learning opportunities
That all children will find the same tasks equally challenging
That fine motor skills develop without practice and patience

SEN Adaptations

ADHD

Shorter activity bursts, regular movement breaks, clear boundaries and expectations

dyspraxia

Extra practice time with tools, simplified movements initially, adult support for bilateral coordination

autism spectrum

Clear visual schedule of activities, quiet space available if overwhelmed, consistent routines

visual impairment

Use bright coloured equipment, verbal descriptions of all actions, tactile exploration of tools before use

hearing impairment

Visual demonstrations of all techniques, hand signals for stop/start, written instruction cards

physical disability

Adapted tools with larger grips, seated versions of activities, modified objects for easier manipulation

Cross-Curricular Links

Maths

Counting bean bags and building blocks, understanding concepts of more/less between teams

Science

Understanding forces - tension in elastic bands, grip strength, cause and effect in tool use

PSHE

Perseverance when tasks are challenging, cooperation in team activities, celebrating others' achievements

Teacher Guidance

Positioning

Move around groups during stations, stay central during whole-class instruction

Observation Focus

Watch for correct tool grip, safe movement patterns, and cooperation

Intervention Points

Step in when children struggle with tool technique or become frustrated

Demonstration Notes

Always demonstrate tool techniques slowly and clearly, emphasising finger and thumb placement

Verbal Cues

•'Gentle grip with thumb and finger!'
•'Take your time - precision is more important than speed!'
•'Great teamwork - help each other!'
•'Keep trying - your control is getting better!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 15m x 15m, or outdoor area if weather permits

Surface Check

Non-slip surface essential for running activities, check for wet patches

Equipment Safety

Safety Checks

•Check plastic pegs open and close smoothly without sharp edges
•Inspect plastic forks for any broken or sharp areas
•Ensure elastic bands are appropriate size - not too tight for children's hands
•Check all building blocks for splinters or damage

Risk Management

Key Risks

•Collisions during running activities
•Choking hazard with small equipment
•Slips during quick direction changes
•Eye injury from elastic bands

Risk Mitigation

•Clear boundaries and pathways established
•Adequate spacing between activity areas
•Adult supervision at each station
•Progressive skill building from simple to complex tasks
•Check for allergies before using marshmallows

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during running warm-up
•Close supervision during tool use activities
•Monitor fine motor stations for proper technique
•Watch for children struggling and provide support

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact office if required