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Lesson 1 - Finding Spaces and Moving Safely

Animal Movement & Spatial Skills

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Reception

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Fundamental Movement Skills

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45 min

Big Question

How can we move safely around others while exploring different ways of travelling?

Learning Objectives

To find and use appropriate spaces when moving
To walk forwards and backwards with control and awareness
To follow instructions and stop safely when required

Key Outcomes

Students will demonstrate spatial awareness by finding appropriate spaces
Students will show control when walking forwards and backwards
Students will respond promptly to stop signals and follow safety instructions

Equipment & Resources Required

Balls

30-40

Keep handy for teacher to hold up as signals

Alternative: Traffic light cards, coloured scarves

Hoops

10-12

Spaced around hall perimeter for team bases

Alternative: Marked areas with tape, cones in circles

Music Player

Volume set for easy start/stop control

Alternative: Teacher singing, tambourine, whistle

Key Vocabulary

Space

An area where you can move without touching others or equipment

Control

Moving your body exactly how you want to

Direction

The way you are facing or moving

Negotiate

Moving around obstacles or people safely

Skill Progression Pathway

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

Prior Learning

Basic awareness of personal space
Ability to follow simple instructions
Understanding of stop and go commands

Current Skills

Finding appropriate spaces independently
Walking with head up and good posture
Moving backwards safely with awareness
Responding to visual and audio signals

Next Steps

More complex direction changes
Running with spatial awareness
Following multi-step movement sequences

Milestone Indicators

Consistently finds space within 5 seconds

Walks backwards without bumping into others

Stops immediately when signal is given

Key Teaching Points

Perfect spaces are away from others, walls, and equipment
Backward movement requires constant shoulder checking for safety
Good walking technique uses heel-toe pattern with opposite arm coordination
Visual signals require eyes up and attention to teacher position
Speed should never compromise safety or control
Teamwork in games means supporting and encouraging all members
Self-assessment helps children understand their own learning progress

Common Misconceptions

Thinking any empty area is a 'good space' - clarify criteria for safety
Believing faster movement is always better - emphasise control over speed
Assuming backward walking is just forward walking reversed - teach specific safety techniques
Thinking competition means winning at any cost - focus on fair play and improvement

SEN Adaptations

ADHD

Clear boundaries, regular change of activity, movement breaks, immediate positive feedback

dyspraxia

Break down movements into smaller steps, extra practice time, visual and physical demonstrations

autism spectrum

Clear routine structure, visual timetable of activities, quiet space available if overwhelmed

visual impairment

Use clear verbal descriptions of spaces, buddy system for guidance, textured markers for boundaries

hearing impairment

Exaggerated visual signals, clear demonstrations, written instruction cards if needed

physical disability

Modify movement expectations, use appropriate mobility aids, focus on achievable spatial awareness goals

Cross-Curricular Links

Maths

Counting eggs in teams, timing challenges, spatial concepts of distance and direction

Science

Understanding how our bodies move, balance and coordination, cause and effect in movement

Geography

Directional language (forwards, backwards), spatial awareness, navigation concepts

PSHE

Following instructions, teamwork and cooperation, personal safety awareness

Teacher Guidance

Positioning

Move around perimeter to observe all children, position centrally for demonstrations, stay mobile during game supervision

Observation Focus

Watch for spatial awareness development, backward movement safety, response to instructions

Intervention Points

Step in immediately for unsafe backward movement, support children struggling with space concept, manage game rules firmly but encouragingly

Demonstration Notes

Always demonstrate safety aspects clearly, use children as positive examples, show both correct and improved versions of skills

Verbal Cues

•'Check your shoulders!'
•'Find that perfect space!'
•'Small steps back!'
•'Heads up, eyes forward!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or playground space minimum 15m x 20m with clear boundaries

Surface Check

Non-slip surface, clear of obstacles, adequate cushioning for potential falls

Equipment Safety

Safety Checks

•Bean bags checked for secure stitching
•Hoops inspected for cracks or sharp edges
•Music equipment positioned safely away from movement area

Risk Management

Key Risks

•Collisions during backward movement
•Falls from moving too quickly
•Overcrowding in centre area during games
•Trips over equipment

Risk Mitigation

•Constant supervision during backward movement activities
•Clear boundaries established and maintained
•Progressive speed building from walking to controlled running
•Equipment stored safely when not in use

Supervision & Emergency Procedures

Supervision Points

•Position to observe all backward movement
•Monitor game area for overcrowding
•Watch for children who may need additional support

Emergency Procedures

Stop all activity immediately, assess injured child, provide appropriate first aid, continue with modified activity if safe