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Lesson 3 - Walking in Different Pathways

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 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

Coloured Cones

20-30 cones in 4 different colours

Arranged to create gates throughout the space

Alternative: Coloured bean bags, hoops, or markers

Whistles

Used for signal changes during activities

Alternative: Clapping, musical instrument, or voice commands

Music Player

For background music during free exploration

Alternative: Phone, tablet, or CD player

Key Vocabulary

Pathway

The route or direction we travel when moving

Space

Empty areas where we can move safely without bumping into others

Direction

The way we face or move - forwards, backwards, sideways

Level

How high or low our body is when moving

Speed

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

Confident pathway changes without losing balance

Clear understanding of spatial relationships

Effective communication with partner during activities

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