Lesson 1 - Exploring Walking
Foundation Movement and Spatial Awareness Through Walking
•Reception
•Fundamental Movement Skills
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How many different ways can we walk whilst staying safe and in our own space?
Learning Objectives
- To explore different ways of walking using various body parts
- To develop spatial awareness whilst moving around others
- To understand how different parts of our feet affect walking
Key Outcomes
- Students will demonstrate various walking techniques with confidence
- Students will move safely around the space avoiding collisions
- Students will explain how different foot positions feel when walking
Equipment & Resources Required
Teacher holds one cone at a time for traffic light signals
Alternative: Coloured cards or scarves
Optional for background music during free exploration
Alternative: Voice commands only
Mark clear boundaries of working area
Alternative: Playground markings or walls
Key Vocabulary
Moving forward by putting one foot in front of the other
The area around your body that belongs to you
The back part of your foot
The five small parts at the front of your foot
The padded part of your foot behind your toes
Moving in the direction you are facing
Moving away from the direction you are facing
Moving to the left or right side
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of personal space
- Ability to follow simple movement instructions
- Basic balance and coordination skills
Current Skills
- Exploring different walking techniques
- Developing spatial awareness during movement
- Understanding how foot position affects walking
Next Steps
- Introduction to running and jogging
- More complex locomotion patterns
- Combining walking with directional changes
Milestone Indicators
Key Teaching Points
- Establish clear personal space before any movement
- Always emphasise safety during backwards walking
- Use exaggerated demonstrations for clarity
- Encourage reflection on how different walking feels
- Build confidence through positive reinforcement
- Ensure all students can see colour signals clearly
- Focus on control rather than speed
Common Misconceptions
- Walking fast shows better ability (correct: controlled walking shows skill)
- All students should walk the same way (correct: individual differences are normal)
- Backwards walking is just forwards walking reversed (correct: requires different skills and awareness)
- Looking down helps with balance (correct: looking ahead improves spatial awareness)
- Personal space isn't important (correct: essential for safety and confidence)
SEN Adaptations
ADHD
- Use shorter activity segments, provide clear boundaries, allow for movement breaks
dyspraxia
- Break down movements into smaller steps, provide wall support for balance, allow extra practice time
autism spectrum
- Provide clear, consistent routines, use visual schedule, allow processing time for instructions
visual impairment
- Use verbal cues alongside visual colour signals, provide physical guidance for spatial awareness, use tactile markers for boundaries
hearing impairment
- Use clear visual signals, ensure student can see teacher at all times, use sign language if appropriate
physical disability
- Adapt walking variations as needed, provide seated alternatives, use wheelchairs in traffic light game
Cross-Curricular Links
Maths
Directional language (forwards, backwards, sideways), counting steps, patterns in movement
Science
How our bodies move, parts of the foot, balance and gravity
Communication
Describing how movements feel, using positional language, listening to instructions
PSHE
Following rules, sharing space safely, celebrating differences in ability
Teacher Guidance
Positioning
Central position for demonstrations, move around space during activities for closer observation
Observation Focus
Watch for spatial awareness, balance and coordination, listening skills, confidence levels
Intervention Points
Step in if students collide, support those struggling with balance, redirect off-task behaviour
Demonstration Notes
Use exaggerated movements for clarity, ensure all students can see demonstrations, repeat demonstrations as needed
Verbal Cues
- •'Find your space!'
- •'Slow and controlled!'
- •'Watch for the colour!'
- •'Look where you're going!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 10m x 10m clear area, suitable for Reception class of up to 30 students
Surface Check
Dry, even surface free from obstacles, non-slip area preferred
Equipment Safety
Safety Checks
- •Coloured cones have no sharp edges
- •Cones stored safely when not in use
- •Clear boundaries marked
Risk Management
Key Risks
- •Collisions between students during movement
- •Falls during backwards walking
- •Loss of balance during toe/heel walking
Risk Mitigation
- •Clear personal space established before movement
- •Emphasis on slow, controlled backwards walking
- •Wall support available for balance challenges
- •Constant supervision during movement activities
Supervision & Emergency Procedures
Supervision Points
- •Position centrally for maximum visibility
- •Extra attention during backwards walking
- •Monitor students struggling with balance
Emergency Procedures
Stop activity immediately, assess any injuries, provide appropriate first aid, comfort distressed students