Lesson 2 - Fine Motor Control and Tool Use
Motor Skills & Spatial Confidence
•Reception
•Fundamental Movement Skills
•Start Planning Better PE Lessons
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How can we use tools to help us move and manipulate objects with greater control?
Learning Objectives
- Develop fine motor control through tool manipulation
- Practice careful handling and carrying of objects
- Build collaboration skills through turn-taking and sharing
Key Outcomes
- Students will demonstrate improved precision when using pegs and forks as tools
- Students will show careful handling when picking up, carrying and placing objects
- Students will work cooperatively in teams and take turns appropriately
Equipment & Resources Required
Place in centre circle for dinosaur egg activity
Alternative: Soft toys, foam blocks
One per child, distributed to team leaders
Alternative: Large tweezers, tongs
Place in hoops 20m from start line
Alternative: Hair bands, rubber rings
One per pair, placed at starting positions
Alternative: Small bowls, containers
In hoops 20m from children
Alternative: Foam cubes, ping pong balls
One per pair with beakers
Alternative: Wooden forks, large tweezers
Pile at 20m distance from each group
Alternative: Large building blocks, wooden blocks
Equipment collection points and boundaries
Alternative: Marked circles, bowls
Mark start lines and equipment zones
Alternative: Markers, bean bags
Key Vocabulary
Using our hands and tools to move and control objects carefully
Being very careful and accurate when we move things
Something that helps us do a job better, like pegs or forks
Working together as a team to achieve something
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic spatial awareness and finding space
- Simple object manipulation with hands
- Following basic instructions
Current Skills
- Using tools to extend manipulation abilities
- Coordinating hand-eye movements with equipment
- Working cooperatively in small teams
Next Steps
- More complex tool use and precision tasks
- Multi-step challenges requiring planning
- Leadership roles in team activities
Milestone Indicators
Key Teaching Points
- Tools extend our abilities and help us work more precisely
- Cooperation makes challenging tasks easier and more enjoyable
- Taking time and working carefully leads to better results
- Everyone improves at different rates and that's perfectly normal
- Sharing equipment and turn-taking are essential life skills
- Using tools safely protects ourselves and others
- Celebration of effort is as important as celebrating achievement
Common Misconceptions
- That faster always means better - emphasise control over speed
- That tools make tasks easier - explain they require skill to use effectively
- That only the end result matters - highlight the learning process
- That some children are 'naturally better' - emphasise practice and effort
- That mistakes are failures - frame them as learning opportunities
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries, regular movement breaks, specific praise for focus
dyspraxia
- Larger tools and equipment, extra practice time, simplified instructions, adult modelling alongside
autism spectrum
- Clear routine structure, visual schedule of activities, quiet zone available for breaks
visual impairment
- Use brightly coloured equipment, provide verbal descriptions of layout, buddy system for navigation
hearing impairment
- Clear visual demonstrations, hand signals for instructions, written station cards with pictures
physical disability
- Adapted tools with larger grips, seated versions of activities, modified distances
Cross-Curricular Links
Maths
Counting collected objects, measuring distances, comparing quantities between teams
Science
Understanding forces and grip, exploring how tools help us work, material properties
Art & Design
Fine motor skills for drawing and crafting, tool use and control
PSHE
Cooperation and teamwork, sharing resources, celebrating achievements
Teacher Guidance
Positioning
Move between stations during application phase, central position during whole-group activities
Observation Focus
Fine motor control development, cooperation skills, tool safety
Intervention Points
Step in when tools used incorrectly, support struggling partnerships, manage time transitions
Demonstration Notes
Always demonstrate tool techniques clearly before children attempt, use exaggerated movements for visibility
Verbal Cues
- •'Squeeze the peg gently!'
- •'Walk carefully with your tool!'
- •'What can you do to help your partner?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium minimum 15m x 20m for station activities
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check all pegs for splinters or damage before use
- •Ensure forks have rounded tines and no sharp edges
- •Verify elastic bands are not perished or too tight
- •Confirm marshmallows are appropriate size (no choking hazard)
- •Check blocks are large enough and have no sharp corners
Risk Management
Key Risks
- •Slips and falls during movement activities
- •Objects dropping on feet during manipulation
- •Collisions between children during station rotations
- •Tool misuse causing minor injuries
Risk Mitigation
- •Clear boundaries and pathways established
- •Adequate spacing between children and stations
- •Progressive skill building from simple to complex
- •Constant supervision during tool use
- •Emphasis on walking not running between stations
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all three stations
- •Monitor tool technique closely
- •Watch for appropriate sharing and turn-taking
- •Intervene quickly if unsafe behaviour observed
Emergency Procedures
Stop activity immediately, assess injury, appropriate first aid response, incident recording