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Lesson 2 - Fine Motor Control and Tool Use

Motor Skills & Spatial Confidence

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Reception

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Fundamental Movement Skills

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45 min

Big Question

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

Balls

30-40

Place in centre circle for dinosaur egg activity

Alternative: Soft toys, foam blocks

Pegs

One per child, distributed to team leaders

Alternative: Large tweezers, tongs

Elastic Bands

50-60

Place in hoops 20m from start line

Alternative: Hair bands, rubber rings

Small Beakers

One per pair, placed at starting positions

Alternative: Small bowls, containers

Marshmallows

100

In hoops 20m from children

Alternative: Foam cubes, ping pong balls

Plastic Cones

One per pair with beakers

Alternative: Wooden forks, large tweezers

Yoga Blocks

90 pieces

Pile at 20m distance from each group

Alternative: Large building blocks, wooden blocks

Hoops

6-8

Equipment collection points and boundaries

Alternative: Marked circles, bowls

Cones

Mark start lines and equipment zones

Alternative: Markers, bean bags

Key Vocabulary

Manipulation

Using our hands and tools to move and control objects carefully

Precision

Being very careful and accurate when we move things

Tool

Something that helps us do a job better, like pegs or forks

Cooperation

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

Confident tool use without dropping objects

Smooth coordination between running and carrying

Natural turn-taking without prompting

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