Lesson 1 - Space Awareness Skills
Motor Skills & Spatial Confidence
•Reception
•Fundamental Movement Skills
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How can we move skilfully while sharing space and equipment safely with others?
Learning Objectives
- To develop spatial awareness when moving around others
- To practise fine motor control using tools to manipulate objects
- To understand the importance of taking turns and sharing equipment
Key Outcomes
- Students will demonstrate increasing control when navigating shared spaces
- Students will show improved object manipulation using simple tools
- Students will exhibit positive social skills through turn-taking and cooperation
Equipment & Resources Required
Used to mark activity areas and boundaries
Alternative: Marker spots, small objects for boundaries
Placed in centre circle as 'dinosaur eggs'
Alternative: Small soft toys, foam blocks
Distributed to team leaders
Alternative: Large tweezers, tongs
Large enough for small hands to grip
Alternative: Hair bands, rubber bands
One per pair for elastic band challenge
Alternative: Small bowls, containers
Large enough to spear with plastic forks
Alternative: Foam cubes, cotton balls
Child-safe plastic only
Alternative: Blunt skewers, chopsticks
Large enough for peg manipulation
Alternative: Large Duplo blocks, foam blocks
Various sizes for different activities
Alternative: Chalk circles, rope circles
Key Vocabulary
An empty area where you can move safely without touching others
Being able to move your body or tools exactly how you want to
To move around obstacles or other people safely
Waiting patiently for your chance to have a go
When something is stretched tight like an elastic band
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and walking movements
- Understanding of simple instructions
- Experience following teacher directions
Current Skills
- Spatial awareness and navigation
- Fine motor control with tools
- Turn-taking and cooperation
Next Steps
- More complex movement patterns
- Advanced tool manipulation
- Team strategy and planning
Milestone Indicators
Key Teaching Points
- Demonstrate proper tool grip with thumb and forefinger control
- Emphasise space awareness - away from walls, equipment, and others
- Model turn-taking and partner encouragement throughout
- Connect fine motor skills to real-world tool usage
- Celebrate effort equally with achievement in all activities
Common Misconceptions
- Using whole hand to grip pegs instead of pincer grip
- Thinking 'good space' only means lots of room rather than strategic positioning
- Believing tools make tasks easier when they actually increase difficulty
- Assuming faster completion is better than careful, controlled movements
SEN Adaptations
ADHD
- Frequent activity changes, clear expectations, movement breaks between tasks
dyspraxia
- Extra practice time, simplified tool grip, adult support for coordination
autism spectrum
- Clear visual schedule, quiet retreat space available, consistent routines
visual impairment
- Use brightly coloured equipment, verbal descriptions of space, tactile boundaries
hearing impairment
- Visual signals for transitions, demonstrate all instructions, written activity cards
physical disability
- Larger tools for easier grip, seated versions of activities, modified distances
Cross-Curricular Links
Maths
Counting objects in teams, timing activities, spatial concepts of near/far
Science
Forces and tension with elastic bands, grip and leverage with tools
PSHE
Turn-taking, cooperation, celebrating others' success, persistence
Teacher Guidance
Positioning
Central position during instructions, circulating during activities for support
Observation Focus
Fine motor control development, spatial awareness, cooperation skills
Intervention Points
Support struggling tool users, facilitate turn-taking, encourage persistence
Demonstration Notes
Use exaggerated movements for clarity, involve children in demonstrations, repeat key techniques
Verbal Cues
- •'Find your space!'
- •'Squeeze and lift!'
- •'Help your partner!'
- •'Try again!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor area minimum 20m x 30m
Surface Check
Non-slip surface, free from water or debris
Equipment Safety
Safety Checks
- •Check pegs for cracks or sharp edges
- •Ensure elastic bands are not perished or too tight
- •Verify plastic forks are child-safe with no sharp points
- •Inspect Jenga blocks for splinters or damage
Risk Management
Key Risks
- •Collisions during running activities
- •Elastic bands snapping back into faces
- •Choking hazard with small objects
- •Slips and falls during transitions
Risk Mitigation
- •Clear boundaries and running directions established
- •Demonstrate safe elastic band handling
- •Adult supervision at each station
- •Controlled transitions between activities
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all three stations
- •Circulate between groups during activities
- •Monitor tool usage closely
Emergency Procedures
Stop signal established, first aid kit accessible, clear evacuation route