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Lesson 2 - Precision Control and Manipulation

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 tools to help us control and carry objects more precisely?

Learning Objectives

Develop precise pincer grip using tools and implements
Improve hand-eye coordination through controlled manipulation tasks
Understand the effects of physical activity on the body

Key Outcomes

Students will demonstrate improved precision when using tools to pick up and transport objects
Students will show better spatial awareness and movement control
Students will identify physical changes in their body during activity

Equipment & Resources Required

Pegs

15 (1 per pair plus spares)

Distributed to pair leaders before activity starts

Alternative: Large tweezers, salad tongs, chopsticks

Balls

40-50

Placed in central circle area

Alternative: Soft balls, fabric squares, stress balls

Plastic Cones

One per pair, checked for safety

Alternative: Cocktail sticks (with safety supervision), tweezers

Elastic Bands

Large enough for children's hands, varied colours

Alternative: Hair bands, rubber rings

Marshmallows

100

Fresh marshmallows, allergy check completed

Alternative: Foam cubes, cotton balls, ping pong balls

Building Blocks

80 pieces

Uniform size, checked for damage

Alternative: Large Lego blocks, wooden blocks, foam blocks

Plastic Beakers

Lightweight, stable base, age-appropriate size

Alternative: Small bowls, containers, cups

Hoops

Bright colours for visibility

Alternative: Marked circles, rope circles, chalk circles

Key Vocabulary

Pincer grip

Using thumb and finger together like pincers to pick up objects

Precision

Being very careful and exact in our movements

Coordination

Using our hands, eyes and body together smoothly

Manipulation

Skilfully moving and controlling objects with our hands

Skill Progression Pathway

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

Prior Learning

Basic grip and release movements
Simple object manipulation
Following single-step instructions

Current Skills

Tool-assisted object manipulation
Precision control with implements
Coordinated movement patterns

Next Steps

Complex manipulation tasks
Multi-step tool operations
Independent problem-solving with equipment

Milestone Indicators

Consistent successful object pickup with tools

Smooth, controlled movements during transport

Appropriate grip adjustment for different tools

Key Teaching Points

Always demonstrate correct pincer grip before allowing independent tool use
Emphasise gentle, controlled movements rather than speed
Use positive reinforcement to encourage persistence with challenging tasks
Ensure all children experience success through differentiated challenges
Connect physical activity to body awareness throughout lesson
Promote cooperation and peer support during partner work
Maintain focus on precision and control over speed and competition

Common Misconceptions

Thinking harder grip means better control - teach gentle, precise grip
Believing speed is more important than accuracy - emphasise careful, controlled movements
Assuming tools make tasks easier - explain tools require different skills
Thinking exercise only makes you tired - teach about positive body changes
Believing individual work is faster - emphasise benefits of cooperation

SEN Adaptations

ADHD

Movement breaks built in, clear structure, immediate positive feedback for focus

dyspraxia

Larger equipment, reduced complexity, additional practice time, step-by-step instruction cards

autism spectrum

Clear visual schedule, consistent routines, quiet withdrawal space available if needed

visual impairment

High contrast equipment, tactile markers for boundaries, verbal descriptions of all demonstrations

hearing impairment

Visual signals for instructions, clear gestures, written station instructions with pictures

physical disability

Adapted tools (larger grips, different implements), seated versions of activities, modified distances

Cross-Curricular Links

Science

Understanding forces and grip strength, effects of exercise on body systems

PSHE

Cooperation and teamwork, perseverance when tasks are challenging, celebrating others' success

Teacher Guidance

Positioning

Central position during warm-up, rotate between stations during main activity

Observation Focus

Tool manipulation technique, partner cooperation, spatial awareness

Intervention Points

Step in for unsafe tool use, support struggling partnerships, redirect off-task behaviour

Demonstration Notes

Always demonstrate tool techniques slowly and clearly, emphasise safety points

Verbal Cues

•'Gentle tool control!'
•'Work together with your partner!'
•'Show me your expert grip!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 15m x 10m, clear of obstacles

Surface Check

Non-slip surface, clear of water or debris, appropriate footwear worn

Equipment Safety

Safety Checks

•Pegs checked for smooth edges and structural integrity
•Plastic forks inspected for cracks or sharp edges
•Bean bags checked for secure stitching
•Elastic bands tested for appropriate tension

Risk Management

Key Risks

•Slips during running activities
•Tool misuse causing injury
•Collision during station rotations
•Allergic reactions to marshmallows

Risk Mitigation

•Clear movement boundaries established and reinforced
•Proper tool technique demonstrated and supervised
•Controlled rotation system with clear pathways
•Allergy check completed before marshmallow activity

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all stations during rotations
•Close monitoring of tool handling technique
•Immediate intervention for unsafe behaviour

Emergency Procedures

Stop signal established, first aid kit accessible, clear evacuation route identified