Lesson 3 - Walking in Different Pathways
Foundation Movement and Spatial Awareness Through Walking
•Reception
•Fundamental Movement Skills
•Start Planning Better PE Lessons
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How can we use different pathways to move safely and creatively around our space?
Learning Objectives
- To explore walking in different pathways whilst maintaining spatial awareness
- To develop walking technique at different speeds and levels
- To work cooperatively with a partner whilst staying in space
Key Outcomes
- Students will walk confidently in straight, curved and zigzag pathways
- Students will adjust their walking speed and level whilst maintaining control
- Students will lead and follow a partner safely through different pathways
Equipment & Resources Required
Arranged to create gates throughout the space
Alternative: Coloured bean bags, hoops, or markers
Used for signal changes during activities
Alternative: Clapping, musical instrument, or voice commands
For background music during free exploration
Alternative: Phone, tablet, or CD player
Key Vocabulary
The route or direction we travel when moving
Empty areas where we can move safely without bumping into others
The way we face or move - forwards, backwards, sideways
How high or low our body is when moving
How fast or slow we move
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic walking technique with correct posture
- Understanding of personal and general space
- Ability to follow simple movement instructions
Current Skills
- Walking in different pathways and directions
- Adjusting speed and level whilst walking
- Leading and following a partner safely
Next Steps
- Combining walking with other locomotion skills
- Creating more complex pathway sequences
- Working in larger groups whilst maintaining spatial awareness
Milestone Indicators
Key Teaching Points
- Maintain correct walking technique (head up, arms swinging, toes forward) throughout all pathway variations
- Emphasise spatial awareness and collision avoidance as fundamental safety skill
- Use clear analogies (ruler, rainbow, lightning) to help students understand and remember pathway types
- Build complexity gradually from single pathways to combined speed/level variations
- Promote positive partner relationships through clear role definitions and regular role swapping
- Connect movement qualities to coloured gates through consistent reinforcement and practice
- Celebrate individual progress and effort rather than comparing student abilities
Common Misconceptions
- Students may think faster means running - emphasise controlled fast walking versus uncontrolled speed
- Some students confuse curved pathways with zigzag pathways - use clear contrasting demonstrations
- Students might think low walking means crawling - show appropriate low walking with bent knees
- Partners may not understand following requires copying exactly - demonstrate matching movements clearly
- Students could believe pathways must be large - show that small pathways are also valid and useful
SEN Adaptations
ADHD
- Break activities into shorter segments, provide frequent movement opportunities, use clear signals for attention and stop commands
dyspraxia
- Simplify pathway combinations initially, provide extra demonstration time, offer physical guidance for pathway shapes if needed
autism spectrum
- Provide clear structure and routine, use visual schedules for activity sequence, offer quiet space if overstimulated by partner work
visual impairment
- Use brightly coloured cones with high contrast, provide verbal descriptions of all pathway shapes, assign sighted buddy for gate activities
hearing impairment
- Use visual signals alongside verbal instructions, demonstrate all activities clearly, provide written gate colour meanings as visual reference
physical disability
- Adapt pathways for wheelchair users or mobility aids, provide seated pathway tracing alternatives, modify gate heights as needed
Cross-Curricular Links
Maths
Shape recognition through pathway types (straight lines, curves, angles), spatial awareness and direction concepts, counting and number recognition through gate activities
Science
Understanding of body movement and balance, cause and effect relationships between movement choices and outcomes, observation skills during partner work
Geography
Direction and pathway concepts, spatial relationships, map-like thinking through pathway planning and following
PSHE
Partnership working and cooperation, turn-taking and fairness, building confidence through movement success, listening and following instructions
Teacher Guidance
Positioning
Move around the space perimeter for maximum visibility, position near complex activities like gate work
Observation Focus
Watch for correct walking technique, spatial awareness, and positive partner interactions
Intervention Points
Step in if students show unsafe movement patterns, partner conflicts, or confusion about instructions
Demonstration Notes
Always demonstrate with clear, exaggerated movements that all students can see, use students as positive examples when appropriate
Verbal Cues
- •'Find space!' when students cluster together
- •'Heads up, eyes forward!' for correct walking posture
- •'Stay with your partner!' during following activities
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 15m clear indoor or outdoor space with non-slip surface
Surface Check
Dry, level surface free from obstacles, adequate grip for controlled walking movements
Equipment Safety
Safety Checks
- •Check coloured cones are not cracked or have sharp edges
- •Ensure cones are stable and won't tip over easily
- •Verify whistle produces clear, audible signals
Risk Management
Key Risks
- •Collisions between students during pathway activities
- •Slips during speed changes or direction changes
- •Trips over equipment or from uncontrolled movements
Risk Mitigation
- •Clear boundaries established and maintained throughout lesson
- •Adequate spacing enforced between students and pairs
- •Progressive skill building from simple to complex movements
- •Constant supervision during partner and gate activities
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during activities
- •Move around space to provide close supervision of partner work
- •Monitor gate areas for congestion or unsafe movement
Emergency Procedures
Immediate stop signal for all students, assessment of any incidents, appropriate first aid response if required