🎓

Lesson 1 - Moving Safely in Space

Confidence & Social Skills

•

Reception

•

Intro to PE

•

40 min

Big Question

How can we move around safely without bumping into anyone or anything?

Learning Objectives

To move safely and sensibly in a space
To understand what makes a safe space
To show good control and coordination in movements

Key Outcomes

Students will be able to find and move to safe spaces
Students will demonstrate awareness of others when moving
Students will show control in various travelling movements

Equipment & Resources Required

Hoops

Distribute evenly around the teaching area perimeter

Alternative: Cones, spots, bean bags to mark 'home' spaces

Markers

4 cones

Mark clear boundaries of safe movement area

Alternative: Existing hall/playground boundaries

Key Vocabulary

Safe space

An area away from walls, equipment and other people where you can move safely

Freeze

Stop completely like a statue, with both feet on the ground

Bubble

Imaginary space around your body that must not be popped

Travelling

Moving from one place to another using different actions

Skill Progression Pathway

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

Prior Learning

Basic understanding of stopping and starting
Beginning awareness of personal space
Simple walking movements

Current Skills

Finding safe spaces independently
Moving with spatial awareness
Controlling movement speed and direction

Next Steps

Using equipment while maintaining space awareness
More complex travelling movements
Working cooperatively with others in shared spaces

Milestone Indicators

Consistently finds safe spaces without guidance

Shows good body control when stopping

Demonstrates awareness of others when moving

Key Teaching Points

Always emphasise safety first in all movements and decisions
Build spatial awareness gradually from simple to complex situations
Use positive reinforcement to encourage good space selection
Maintain clear, consistent language for instructions throughout
Encourage children to look for space rather than follow others
Keep movement controlled - speed comes with confidence and skill
Celebrate effort and improvement, not just achievement

Common Misconceptions

Children thinking any empty space is safe (may be too close to walls/equipment) - teach arm-stretch check
Believing faster movement is better - emphasise control over speed
Following other children instead of finding own space - encourage independent thinking
Thinking rules don't apply in games - reinforce safety applies to all activities
Assuming they can't do movements - build confidence through progressive success

SEN Adaptations

ADHD

Break activities into shorter segments, provide frequent praise, use clear visual and verbal cues, allow movement breaks

dyspraxia

Give extra time for movement planning, demonstrate movements slowly, provide verbal cues for coordination, celebrate effort over outcome

autism spectrum

Provide clear structure and routine, use visual schedule, allow sensory breaks, maintain consistent language

visual impairment

Use clear verbal descriptions of space, provide tactile boundaries with rope or cones, buddy system with sighted partner

hearing impairment

Use clear visual signals for stop/start, visual demonstrations of all movements, written or picture instructions displayed

physical disability

Adapt movements for wheelchair users, use different levels (sitting/standing), modify equipment as needed

Cross-Curricular Links

Maths

Spatial language (near, far, between, around), counting during activities, understanding of position and direction

Science

Understanding how bodies move, balance and coordination, discussing how exercise affects our bodies

PSHE

Taking turns, following rules, being considerate of others, celebrating achievements, building confidence

Teacher Guidance

Positioning

Stand at edge of area for maximum visibility, move to areas where children need support

Observation Focus

Watch for spatial awareness, controlled movement, following instructions, safety consciousness

Intervention Points

Step in when children cluster together, when movement becomes uncontrolled, or when safety is compromised

Demonstration Notes

Always demonstrate movements clearly before asking children to try, use exaggerated actions for visibility, show both correct and incorrect examples

Verbal Cues

•'Check your bubble!'
•'Look for empty space!'
•'Gentle movements!'
•'Freeze like a statue!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 10m x 8m clear space suitable for 30 children moving freely

Surface Check

Non-slip, even surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Hoops checked for cracks or sharp edges
•All equipment stored safely around perimeter when not in use
•Clear pathways maintained at all times

Risk Management

Key Risks

•Collisions between children during movement activities
•Trips and falls from moving too quickly
•Excitement leading to loss of control

Risk Mitigation

•Clear boundaries established and maintained throughout
•Gradual progression from slow to faster movements
•Constant emphasis on controlled movement
•Regular freeze commands to regain control
•Adult positioned for maximum supervision

Supervision & Emergency Procedures

Supervision Points

•Position at edge for full view of teaching area
•Move to areas where children are clustering
•Monitor energy levels and excitement

Emergency Procedures

Clear stop signal established (raised hand and 'freeze'), immediate assessment of any incidents, appropriate first aid procedures