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Lesson 5 - Fine Motor Control and Cooperation

Motor Skills & Spatial Confidence

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Reception

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Fundamental Movement Skills

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59 min

Big Question

How can we work together to control small objects with precision and patience?

Learning Objectives

To develop fine motor control through threading and manipulation activities
To demonstrate turn-taking and cooperation in partner and team activities
To show confidence and excitement when given responsibilities

Key Outcomes

Students will successfully manipulate small objects with increasing control
Students will take turns appropriately and encourage teammates
Students will share equipment fairly and demonstrate patience

Equipment & Resources Required

Elastic Bands

30-40 mixed sizes

Place in hoops 20m from start line

Alternative: Hair ties, rubber bands

Plastic Beakers

15 (1 per pair)

One per pair at starting position

Alternative: Small containers, cups

Coloured Cones

25 (5 each of 5 colours)

5 different colours, mixed together 20m away

Alternative: Coloured bean bags, markers

Curtain Rings with Attached Strings

15 pieces (1m each)

Tie large knot in one end of each piece

Alternative: Shoelaces, thick wool

Straws

200 pieces (6cm cut lengths)

Pre-cut to uniform length, placed in hoops

Alternative: Plastic straws, cardboard tubes

Spoon

15 (1 per pair)

Check for cracks or sharp edges

Alternative: Large serving spoons, plastic spoons

Golf Balls

15 (1 per pair)

Ensure all items are same weight

Alternative: Tennis balls, bean bags

Bolts

50 sets

Check all threads work smoothly

Alternative: Large buttons with holes, wooden threading toys

Key Vocabulary

Threading

Putting objects through or onto a string or thread

Balance

Keeping an object steady and controlled

Turn-taking

Waiting for your chance while others have their go

Cooperation

Working together as a team to achieve a goal

Precision

Being careful and exact with movements

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Can follow simple instructions
Beginning to share and take turns
Basic gross motor movements established

Current Skills

Fine motor control development
Systematic turn-taking
Partner cooperation
Following multi-step instructions

Next Steps

More complex threading patterns
Independent team organisation
Advanced balancing challenges

Milestone Indicators

Maintains focus on fine motor tasks for 3+ minutes

Takes turns without prompting

Encourages others positively

Key Teaching Points

Fine motor control develops through gentle, persistent practice
Cooperation is as important as individual skill development
Turn-taking requires clear signals and patient waiting
Threading activities require slow, controlled movements
Encouragement helps build confidence and resilience
Self-assessment develops metacognitive awareness
Safety awareness is essential with manipulative materials

Common Misconceptions

Faster movement leads to better control - actually requires slow, careful actions
Competition improves performance - cooperation and support are more effective
Dropped objects mean failure - they're part of the learning process
Only successful completion counts - effort and persistence are equally valuable
Individual work is more important - partnership skills are fundamental

SEN Adaptations

ADHD

Shorter activity segments, clear boundaries for collection areas, fidget tools available during waiting times

dyspraxia

Larger threading materials, simplified grip techniques, extra practice time, celebration of all attempts

autism spectrum

Clear visual schedule of station rotations, quiet area available if overwhelmed, consistent partner arrangements

visual impairment

Use brightly coloured equipment, provide verbal descriptions of threading actions, buddy system for collection activities

hearing impairment

Visual demonstrations of all activities, hand signals for turn-taking, written instruction cards at stations

physical disability

Adapted threading materials with larger holes, seated versions of activities, modified distances for collection

Cross-Curricular Links

Maths

Counting objects during threading activities, sequencing in turn-taking, spatial awareness during collection tasks

Science

Understanding forces and tension in elastic bands, exploring balance and gravity with egg and spoon, investigating materials and their properties

Communication and Language

Following multi-step instructions, using descriptive vocabulary for movements, expressing encouragement to partners

PSED

Building confidence through challenging tasks, developing cooperation and turn-taking, showing resilience when facing difficulties

Teacher Guidance

Positioning

Move between activity stations during rotations, position centrally during whole-group instruction for maximum visibility

Observation Focus

Watch for fine motor control development, cooperation quality, persistence levels, and safety awareness

Intervention Points

Step in if children become frustrated with fine motor tasks, if turn-taking breaks down, or if unsafe handling occurs

Demonstration Notes

Use large, slow movements when demonstrating fine motor skills. Exaggerate positive cooperation behaviours. Show resilience when things go wrong.

Verbal Cues

•'Gentle movements with the threading!'
•'Remember to encourage your partner!'
•'Take your time - precision is more important than speed!'
•'If it doesn't work, try again - that's how we learn!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium, minimum 20m x 15m clear space for activities

Surface Check

Non-slip surface, clear of obstacles, adequate lighting for fine motor work

Equipment Safety

Safety Checks

•Check elastic bands for wear, cracks or overstretching
•Ensure spoons have no sharp edges or cracks
•Verify bolts are large enough to prevent choking hazard
•Check threading materials are not frayed or damaged

Risk Management

Key Risks

•Elastic bands snapping back
•Slips and falls during carrying activities
•Small objects creating choking hazards
•Collisions during collection activities

Risk Mitigation

•Demonstrate safe elastic band handling technique
•Establish clear pathways for collection activities
•Use appropriately sized materials for age group
•Maintain adequate spacing between activity areas
•Constant supervision during fine motor activities

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all three stations during rotations
•Monitor fine motor activities for frustration levels
•Watch for unsafe handling of threading materials
•Ensure turn-taking is followed to prevent conflicts

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid if needed, secure all equipment safely

Lesson 5 - Fine Motor Control and Cooperation

How can we work together to control small objects with precision and patience?

Learning Objectives

Key Outcomes

Equipment & Resources Required

Key Vocabulary

Skill Progression Pathway

Prior Learning

Current Skills

Next Steps

Milestone Indicators

Key Teaching Points

Common Misconceptions

SEN Adaptations

ADHD

dyspraxia

autism spectrum

visual impairment

hearing impairment

physical disability

Cross-Curricular Links

Maths

Science

Communication and Language

PSED

Teacher Guidance

Positioning

Observation Focus

Intervention Points

Demonstration Notes

Verbal Cues

Safety Considerations

Space & Surface Requirements

Space Requirements

Surface Check

Equipment Safety

Safety Checks

Risk Management

Key Risks

Risk Mitigation

Supervision & Emergency Procedures

Supervision Points

Emergency Procedures

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