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Lesson 1 - Exploring Walking

Foundation Movement and Spatial Awareness Through Walking

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Reception

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Fundamental Movement Skills

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30 min

Big Question

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

Coloured Cones

5-6 different colours

Teacher holds one cone at a time for traffic light signals

Alternative: Coloured cards or scarves

Music Player

Optional for background music during free exploration

Alternative: Voice commands only

Sun Markers

4 cones

Mark clear boundaries of working area

Alternative: Playground markings or walls

Key Vocabulary

Walking

Moving forward by putting one foot in front of the other

Personal space

The area around your body that belongs to you

Heel

The back part of your foot

Toes

The five small parts at the front of your foot

Balls of feet

The padded part of your foot behind your toes

Forwards

Moving in the direction you are facing

Backwards

Moving away from the direction you are facing

Sideways

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

Maintains personal space whilst walking

Shows variety in walking techniques

Demonstrates understanding of foot position effects

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