Lesson 1 - Partner Line Formation
Building Together in Motion
•Reception
•Outdoor Adventurous Activities
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- Complete activity instructions & timing
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- Assessment guidance & success criteria
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How can we work together to solve problems and create patterns?
Learning Objectives
- Work with a partner to move along a pathway/trail
- Keep track of objects on a checklist
- Make a straight line in a variety of ways
Key Outcomes
- Students will demonstrate effective partnership skills when moving along trails
- Students will successfully organise equipment into straight lines of four
- Students will show cooperation and problem-solving in noughts and crosses activities
Equipment & Resources Required
Create winding trails 3-4 metres long, space trails 2 metres apart
Alternative: Chalk for outdoor markings, cones in lines
Scatter randomly around playing area, use different colours if available
Alternative: Bean bags, blocks, hoops
Half for noughts and crosses, half for trail collection
Alternative: Soft toys, foam shapes, coloured blocks
3x3 grids marked clearly, 2 metres between grids
Alternative: Chalk grids, rope grids, hoop arrangements
Simple picture checklists showing 3-4 items to collect
Alternative: Picture cards, verbal instructions
Key Vocabulary
Someone you work together with to complete a task
A pathway marked out for you to follow
Objects arranged in a row with no bends or curves
A list that helps you remember what to collect or do
Working together to achieve something
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic walking and movement skills
- Understanding of simple instructions
- Beginning awareness of working with others
Current Skills
- Partner cooperation during movement activities
- Problem-solving with equipment organisation
- Strategic thinking in simple games
Next Steps
- More complex cooperative challenges
- Advanced pattern recognition and creation
- Leadership roles in group problem-solving
Milestone Indicators
Key Teaching Points
- Emphasise 'one cone at a time' rule consistently throughout activities
- Model and reinforce partner communication during all cooperative tasks
- Use clear visual demonstrations for straight line concepts
- Celebrate problem-solving attempts even when unsuccessful
- Connect all activities back to cooperation and teamwork themes
- Provide strategic hints during noughts and crosses without giving away solutions
- Encourage children to help complete existing lines rather than starting new ones
Common Misconceptions
- Children thinking they can carry multiple cones - reinforce single item rule
- Belief that diagonal lines don't count in noughts and crosses - demonstrate all winning patterns
- Partners working independently rather than cooperatively - model communication
- Assuming curved arrangements are straight lines - use hands-on comparison
- Thinking speed is more important than cooperation - emphasise working together over racing
SEN Adaptations
ADHD
- Use shorter activity bursts, provide fidget tools during reflection, clear physical boundaries and expectations
dyspraxia
- Use larger equipment for easier manipulation, break activities into smaller steps, provide additional practice time
autism spectrum
- Provide clear visual schedules, establish quiet zones for breaks, use consistent routines and signals
visual impairment
- Use brightly coloured or textured equipment, provide tactile rope trails, pair with sighted buddy for guidance
hearing impairment
- Use visual demonstrations and gestures, written or picture instruction cards, ensure clear visual contact during instructions
physical disability
- Modify trails for wheelchair access, use larger/easier to grip equipment, adapt movement requirements to individual capabilities
Cross-Curricular Links
Maths
Counting cones in groups of four, recognising and creating straight lines, understanding patterns and sequences
Science
Understanding forces needed to move objects, exploring balance and coordination, observing cause and effect
PSHE
Developing cooperation skills, practicing turn-taking and fairness, building communication and listening skills
Teacher Guidance
Positioning
Move around perimeter for clear view of all activities, position centrally during demonstrations
Observation Focus
Watch for cooperation quality, strategic thinking development, and safe movement patterns
Intervention Points
Step in if partnerships break down, provide strategy hints during noughts and crosses, ensure rule compliance
Demonstration Notes
Use clear, exaggerated movements for straight line concepts, model excellent partnership behaviour with teaching assistant
Verbal Cues
- •'Work together!'
- •'One cone at a time!'
- •'Look for the straight line!'
- •'Talk to your partner!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear space for activities, indoor hall or outdoor area
Surface Check
Even, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check ropes are flat and secure to prevent tripping
- •Ensure cones are soft and safe if stepped on
- •Verify bean bags are in good condition with no tears
Risk Management
Key Risks
- •Tripping over scattered equipment
- •Collisions during running activities
- •Falls when moving along rope trails
Risk Mitigation
- •Clear boundaries established for each activity area
- •Adequate spacing between rope trails and game grids
- •Progressive introduction of running activities
- •Constant supervision during equipment manipulation
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during rope trail activities
- •Monitor partner interactions for safety and cooperation
- •Watch for safe equipment handling and placement
Emergency Procedures
Stop activity immediately with agreed signal, assess any incidents, provide appropriate first aid and comfort