Lesson 1 - Moving Safely in Space
Confidence & Social Skills
•Reception
•Intro to PE
•Start Planning Better PE Lessons
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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
Distribute evenly around the teaching area perimeter
Alternative: Cones, spots, bean bags to mark 'home' spaces
Mark clear boundaries of safe movement area
Alternative: Existing hall/playground boundaries
Key Vocabulary
An area away from walls, equipment and other people where you can move safely
Stop completely like a statue, with both feet on the ground
Imaginary space around your body that must not be popped
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
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