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Lesson 6 - Partner Following and Leading

Confidence & Social Skills

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Reception

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Intro to PE

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40 min

Big Question

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

Hoops

Spread randomly around teaching area, avoid clustering

Alternative: Chalk circles on ground, carpet squares, cones in circles

Key Vocabulary

Leader

The person who goes first and shows others what to do

Follower

The person who watches and copies what the leader does

Copy

To do exactly the same movement as someone else

Safe distance

Far enough away so we don't bump into each other

Balanced position

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

Maintains safe distance when following

Shows clear leadership skills when leading

Demonstrates patience and support for partner

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