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Lesson 4 - Threading and Object Control

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 fingers and hands skilfully to control objects and create patterns?

Learning Objectives

Develop fine motor control through threading and manipulation activities
Improve gross motor skills through coordinated movement patterns
Enhance spatial awareness and balance through structured play

Key Outcomes

Students will demonstrate improved control when picking up, carrying and threading objects
Students will show increased precision in fine motor movements
Students will negotiate space successfully while maintaining object control

Equipment & Resources Required

Cones

8-10

Place in pairs to create 'pond' boundaries

Alternative: Blue markers, blue hoops

Hoops (various sizes)

12-15

Arrange as 'lily pads' between blue cones

Alternative: Paper plates, carpet squares

Balance Spots

10-12

Place as 'rocks' in pond area

Alternative: Small mats, tape markers

Net Materials

15 pieces

Tie large knot at one end

Alternative: Thick wool, pipe cleaners

Straws

100+ pieces

Place in hoops 20m from groups

Alternative: Pasta tubes, cut paper rolls

Large Bolts

50+ pieces

Ensure threading holes are large enough

Alternative: Large beads, cotton reels

Spoon

Check for cracks or sharp edges

Alternative: Large serving spoons, plastic spoons

Plastic Eggs

Ensure size appropriate for spoons

Alternative: Ping pong balls, bean bags

Balls

30-40

Use as 'bugs' for collection game

Alternative: Soft toys, scarves

Key Vocabulary

Threading

Passing string or thread through holes in objects

Control

Managing our movements carefully and precisely

Balance

Keeping steady and not falling over

Negotiate

Moving carefully around obstacles without bumping

Precision

Being very careful and exact with our movements

Skill Progression Pathway

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

Prior Learning

Basic pincer grip development
Simple object manipulation
Basic spatial awareness

Current Skills

Controlled threading movements
Bilateral coordination
Dynamic balance with objects

Next Steps

Complex threading patterns
Tool use and manipulation
Advanced fine motor precision

Milestone Indicators

Consistent pincer grip usage

Smooth hand-eye coordination

Maintained balance during movement

Key Teaching Points

Model all fine motor movements slowly and clearly
Emphasise bilateral coordination in threading activities
Celebrate effort and improvement, not just achievement
Provide specific feedback on finger positioning and control
Encourage problem-solving when threading becomes difficult
Support positive partner cooperation throughout
Connect learning to real-life threading and carrying skills

Common Misconceptions

Children may think speed is more important than accuracy in threading
Some may believe they need to complete all threading in one attempt
Children might think dropping objects means they have failed
Some may assume only one way to thread or carry objects
Children may think fine motor skills aren't important for other subjects

SEN Adaptations

ADHD

Shorter station times, movement breaks, clear boundaries and expectations

dyspraxia

Larger threading materials, simplified patterns, extra practice time and support

autism spectrum

Clear station routines, visual schedule, quiet space available if needed

visual impairment

Use high contrast threading materials, provide tactile guidance, pair with sighted buddy

hearing impairment

Visual demonstrations, hand signals for instructions, written activity cards

physical disability

Adapted threading tools, seated versions of activities, modified equipment heights

Cross-Curricular Links

Maths

Counting threaded objects, patterns in threading, measurement of distances

Science

Materials and their properties, forces in balancing, hand muscles and movement

PSHE

Cooperation and turn-taking, perseverance with challenges, celebrating effort

Teacher Guidance

Positioning

Rotate between stations to support learning, maintain overview of all groups

Observation Focus

Fine motor control development, cooperation skills, safety awareness

Intervention Points

Step in if children struggle with threading, support partner cooperation, address safety concerns

Demonstration Notes

Show all fine motor movements slowly and clearly, emphasise finger positioning and bilateral coordination

Verbal Cues

•'Use your fingers like tweezers!'
•'Support the thread with your other hand!'
•'Take your time - precision is more important than speed!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or outdoor area, minimum 15m x 20m clear space

Surface Check

Non-slip surface, free from obstacles and hazards

Equipment Safety

Safety Checks

•Check threading materials for secure knots
•Ensure bolts/beads are too large for choking hazard
•Inspect spoons for cracks or sharp edges
•Verify hoops and spots are stable

Risk Management

Key Risks

•Slips during movement activities
•Collisions during running
•Choking hazard with small objects
•Frustration with fine motor tasks

Risk Mitigation

•Clear boundaries and safe spacing
•Adult supervision at each station
•Age-appropriate equipment sizing
•Positive encouragement for all attempts

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all three stations
•Monitor for safe equipment handling
•Watch for signs of fatigue or frustration

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid and comfort