Lesson 5 - Group Cooperation
Foundation Movement and Safety in PE
•Reception
•Intro to PE
•Start Planning Better PE Lessons
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How can we work together safely and follow instructions to make PE fun for everyone?
Learning Objectives
- To follow instructions and play co-operatively and safely as a group
- To handle equipment effectively and move confidently in a range of ways
- To safely negotiate space and show good control and co-ordination
Key Outcomes
- Students will demonstrate ability to follow multi-step instructions accurately
- Students will show co-operative behaviour during group activities
- Students will move safely around others while maintaining spatial awareness
Equipment & Resources Required
Used to mark positions for caught children in Octopus game
Alternative: Spots, hoops, or small mats
Create two parallel lines for beach boundaries
Alternative: Bean bags, markers, or chalk lines
Key Vocabulary
Working together with others in a helpful way
Directions or rules that we need to follow
Knowing where you are in relation to other people and objects
To move carefully around obstacles or other people
The person trying to catch others in our game
Children who are caught and must stay in one place
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic movement patterns (walking, running, jumping)
- Understanding of simple instructions
- Awareness of personal space
Current Skills
- Following multi-step instructions
- Co-operative group play
- Spatial awareness and safe navigation
Next Steps
- More complex game rules and strategies
- Leadership roles in group activities
- Advanced spatial awareness in competitive games
Milestone Indicators
Key Teaching Points
- Listening skills are fundamental to safety and success in PE
- Co-operative behaviour makes games more enjoyable for everyone
- Spatial awareness prevents accidents and allows for better game play
- Honesty and fair play are essential values in all physical activities
- Different movement patterns develop various physical skills
- Following instructions builds confidence and creates positive learning environment
- Turn-taking and sharing leadership roles develops social skills
Common Misconceptions
- Children may think rules are just restrictions rather than safety and fairness measures
- Some may believe being 'caught' in games is negative rather than part of the fun
- May assume faster movement is always better regardless of control or safety
- Could think that helping others shows weakness rather than good sportsmanship
- May not understand that different animals have distinctly different movement patterns
- Some may believe they can't succeed if they don't win or avoid being caught
SEN Adaptations
ADHD
- Frequent movement changes to maintain attention, clear boundaries, immediate positive feedback
dyspraxia
- Slower pace for complex movements, extra practice time, simplified coordination patterns
autism spectrum
- Clear visual schedule of activities, quiet space available if needed, consistent routine and language
visual impairment
- Use verbal descriptions of movements, buddy system for navigation, audio cues for game boundaries
hearing impairment
- Visual demonstrations and gestures, written instruction cards, tap on shoulder for attention
physical disability
- Modified animal movements as appropriate, alternative roles in games, adapted equipment if needed
Cross-Curricular Links
Maths
Counting during jumping jacks, number recognition for grouping, understanding quantities and sets
Science
Learning about animal characteristics and movements, understanding body parts and their functions
PSHE
Co-operation and teamwork, honesty and fair play, following rules and instructions
Teacher Guidance
Positioning
Move around perimeter to observe all children, centre position for demonstrations
Observation Focus
Watch for listening skills, spatial awareness, co-operative behaviour, and safe movement
Intervention Points
Step in if children not following instructions, unsafe movement, or unfair play
Demonstration Notes
Use exaggerated movements for clarity, involve children in demonstrations, model expected behaviour consistently
Verbal Cues
- •'Look for the gaps!'
- •'Listen first, then move!'
- •'Be honest if you're caught!'
- •'Help others who need a group!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space (school hall) or outdoor area minimum 20m x 15m
Surface Check
Dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check cones are stable and not cracked
- •Ensure base stations are flat and won't slip
- •Verify adequate space around all equipment
Risk Management
Key Risks
- •Collisions during movement activities
- •Slips and falls during running games
- •Over-excitement leading to unsafe behaviour
Risk Mitigation
- •Establish clear boundaries and safe movement zones
- •Emphasise looking for spaces and others throughout
- •Maintain calm, controlled environment with clear instructions
- •Regular reminders about safe movement
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all children during movement
- •Monitor octopus game for appropriate tagging
- •Watch for fatigue or over-excitement signs
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid if needed, comfort distressed children