Lesson 4 - Sustained Walking Routes and Circuits
Foundation Movement and Spatial Awareness Through Walking
•Reception
•Fundamental Movement Skills
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How can we maintain proper walking technique while following different routes and working with others?
Learning Objectives
- To experience sustained walking following a route and instructions
- To demonstrate correct walking technique with arms swinging and toes pointing forwards
- To collaborate effectively with partners during walking activities
Key Outcomes
- Students will walk continuously for extended periods maintaining proper technique
- Students will follow routes and instructions accurately while walking
- Students will work cooperatively with partners in walking activities
Equipment & Resources Required
6 for circuit stations, 12 for circle perimeter
Alternative: Coloured markers, small hoops
Placed inside circle for beanbag activity
Alternative: Small hoops, poly spots
Placed on half the floor markers initially
Alternative: Small balls, juggling scarves
For background music during circuit activities
Alternative: Phone with speaker, tablet
Key Vocabulary
Walking continuously for a longer period without stopping
A path or direction to follow when moving
Moving your right arm forward when your left leg steps forward
The correct way to perform a movement
Moving something from one place to another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic walking without support
- Understanding of personal space
- Following simple instructions
Current Skills
- Sustained walking for longer periods
- Walking with correct arm and leg coordination
- Following routes and pathways
- Collaborative movement with partners
Next Steps
- Walking with changes of direction
- Walking at different speeds
- Walking whilst carrying objects
- Complex route following
Milestone Indicators
Key Teaching Points
- Emphasise walking technique throughout - head up, arms swinging, toes forward
- Reinforce the concept of sustained movement vs stopping and starting
- Connect physical activity to body changes in age-appropriate ways
- Encourage cooperation and turn-taking during group activities
- Maintain focus on technique even when adding challenge elements
- Use positive reinforcement to build confidence in sustained walking
- Ensure all students experience success at their own level
Common Misconceptions
- Students thinking faster movement is always better - emphasise control and technique
- Not understanding the difference between walking and jogging - demonstrate clear differences
- Believing that walking is 'easy' and doesn't require technique - show importance of proper form
- Thinking that exercise only affects muscles - explain simple heart rate changes
- Assuming that walking activities are less important than running games
SEN Adaptations
ADHD
- Use shorter activity bursts, clear boundaries marked, frequent positive feedback, movement breaks as needed
dyspraxia
- Allow extra time for movement coordination, provide additional technique demonstration, use larger equipment if helpful
autism spectrum
- Provide clear routine structure, visual schedule of activities, quiet space available if needed, consistent signals and expectations
visual impairment
- Use brightly coloured cones and markers, provide verbal descriptions of routes, assign sighted partner for beanbag challenge
hearing impairment
- Use clear visual demonstrations, hand signals for start/stop, written instruction cards with pictures
physical disability
- Adapt walking to wheelchair movement or supported walking, modify circuit stations as appropriate, adjust beanbag placement height
Cross-Curricular Links
Maths
Counting beanbags transferred, measuring circuits completed, understanding of numbers and quantities
Science
Understanding of body changes during exercise, heart rate awareness, effects of physical activity
Geography
Spatial awareness, following routes and directions, understanding of pathways and circuits
PSHE
Cooperation and teamwork, personal achievement and goal setting, understanding of fairness in activities
Teacher Guidance
Positioning
Move around the space to observe all students, position for maximum visibility during dual-group activities
Observation Focus
Watch for correct walking technique, spatial awareness, cooperation between students, signs of fatigue
Intervention Points
Step in if students begin running instead of walking, provide technique reminders, assist with group rotations
Demonstration Notes
Always demonstrate walking technique with exaggerated movements for visibility, show both correct and incorrect examples for comparison, use students as positive examples when appropriate
Verbal Cues
- •'Remember to walk, not run!'
- •'Keep your head up and look where you're going!'
- •'Swing those arms opposite to your legs!'
- •'Point your toes forward as you step!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 10m x 10m indoor space or larger outdoor area, clear of obstacles
Surface Check
Dry, non-slip surface free from debris, appropriate footwear worn
Equipment Safety
Safety Checks
- •Cones placed securely with no sharp edges
- •Beanbags checked for damage and securely filled
- •Floor markers flat against surface to prevent tripping
Risk Management
Key Risks
- •Collisions between students during activities
- •Trips over equipment or other students
- •Overexertion during sustained activities
Risk Mitigation
- •Clear boundaries established for all activities
- •Adequate spacing between students maintained
- •Regular technique reminders to prevent running
- •Stop signals clearly established and practiced
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of both groups during beanbag challenge
- •Move around circuit stations to monitor technique
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid, contact school medical support if needed