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Lesson 1 - Space Awareness Skills

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 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

Cones

Used to mark activity areas and boundaries

Alternative: Marker spots, small objects for boundaries

Balls

30-40

Placed in centre circle as 'dinosaur eggs'

Alternative: Small soft toys, foam blocks

Pegs

15 (one per group)

Distributed to team leaders

Alternative: Large tweezers, tongs

Elastic Bands

Large enough for small hands to grip

Alternative: Hair bands, rubber bands

Small Beakers

One per pair for elastic band challenge

Alternative: Small bowls, containers

Marshmallows

Large enough to spear with plastic forks

Alternative: Foam cubes, cotton balls

Plastic Cones

Child-safe plastic only

Alternative: Blunt skewers, chopsticks

Yoga Blocks

90 pieces

Large enough for peg manipulation

Alternative: Large Duplo blocks, foam blocks

Hoops

Various sizes for different activities

Alternative: Chalk circles, rope circles

Key Vocabulary

Space

An empty area where you can move safely without touching others

Control

Being able to move your body or tools exactly how you want to

Negotiate

To move around obstacles or other people safely

Turn-taking

Waiting patiently for your chance to have a go

Tension

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

Consistently finds appropriate spaces

Shows improved grip and control with tools

Demonstrates patience and encouragement with peers

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