Lesson 6 - Partner Following and Leading
Confidence & Social Skills
•Reception
•Intro to PE
•Start Planning Better PE Lessons
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How can we work together with a partner to move safely and creatively?
Learning Objectives
- To follow a partner's movements accurately and safely
- To copy a partner's actions with good control and coordination
- To lead a partner confidently whilst ensuring their safety
Key Outcomes
- Students will demonstrate the ability to follow a partner while maintaining safe spacing
- Students will copy movements with increasing accuracy and control
- Students will lead a partner responsibly, adapting their speed and movements appropriately
Equipment & Resources Required
Spread randomly around teaching area, avoid clustering
Alternative: Chalk circles on ground, carpet squares, cones in circles
Key Vocabulary
The person who goes first and shows others what to do
The person who watches and copies what the leader does
To do exactly the same movement as someone else
Far enough away so we don't bump into each other
Standing still and steady without wobbling
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic awareness of personal space
- Simple locomotor movements like running and jumping
- Ability to start and stop on command
Current Skills
- Partner awareness and cooperation
- Controlled following and leading
- Accurate copying of movements
Next Steps
- More complex partner games and activities
- Group cooperation and teamwork
- Creating sequences with a partner
Milestone Indicators
Key Teaching Points
- Emphasise safety and spatial awareness throughout all activities
- Model good partnership behaviours and communication
- Celebrate effort and cooperation over perfect technique
- Use clear, simple instructions with visual demonstrations
- Allow time for children to process and respond to instructions
- Encourage creativity within safe boundaries
- Connect partnership skills to other areas of learning and life
Common Misconceptions
- That being the leader means going as fast as possible - emphasise control and consideration
- That copying means doing it exactly the same way - focus on trying your best effort
- That making mistakes means failing - celebrate attempts and learning
- That one role is better than another - highlight the importance of both leading and following
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries, regular movement breaks, positive reinforcement
dyspraxia
- Simplified movements, extra demonstration time, larger equipment, patient partner matching
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if needed
visual impairment
- Use verbal descriptions of movements, tactile guidance for positioning, partner support
hearing impairment
- Clear visual demonstrations, hand signals for instructions, peer buddy system
physical disability
- Modify jumping to stepping or touching hoop, seated partner activities, adapted distances
Cross-Curricular Links
Maths
Counting jumps, sequencing movements, spatial concepts (behind, in front, beside)
PSHE
Cooperation, taking turns, patience, helping others, celebrating achievements
Teacher Guidance
Positioning
Move around perimeter to observe all partnerships, central position for demonstrations
Observation Focus
Watch for safe spacing, partnership cooperation, and movement quality
Intervention Points
Step in if partnerships struggle, safety concerns arise, or children need guidance
Demonstration Notes
Use clear, exaggerated movements for visibility, demonstrate with confident child volunteer
Verbal Cues
- •'Watch your partner!'
- •'Safe distance!'
- •'Show clearly!'
- •'Copy carefully!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear area, indoor hall or outdoor playground
Surface Check
Non-slip surface free from obstacles, hoops positioned safely
Equipment Safety
Safety Checks
- •Check hoops are intact with no cracks or sharp edges
- •Ensure hoops lie flat on ground during activities
- •Adequate spacing between hoops to prevent collisions
Risk Management
Key Risks
- •Collisions between moving pairs
- •Falls during jumping activities
- •Tripping over hoops or other equipment
Risk Mitigation
- •Clear boundaries and adequate space between pairs
- •Emphasis on controlled movement speeds
- •Regular safety reminders about watching space and partner
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all pairs during activities
- •Monitor partnership interactions for safety
- •Watch for fatigue affecting movement quality
Emergency Procedures
Stop activity immediately if injury occurs, assess need for first aid, ensure other children continue safely