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Lesson 5 - Pattern Following

Building Together in Motion

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Reception

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Outdoor Adventurous Activities

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45 min

Big Question

How can we work together to solve challenges and follow patterns with our partners?

Learning Objectives

To develop partner cooperation skills through problem-solving challenges
To practice creating and following tapping patterns with precision
To demonstrate leadership and following skills in physical activities

Key Outcomes

Students will successfully work with a partner to complete river crossing challenges
Students will create and follow tapping patterns with increasing complexity
Students will demonstrate effective communication and cooperation skills

Equipment & Resources Required

Hoops

2 per pair of students (60 total)

Distributed at starting line for river crossing activity

Alternative: Large PE mats cut into circles, rope circles

Cones

5 per student (150 total) - 1 of each colour per child

Each pair needs matching sets of 5 different coloured cones

Alternative: Coloured bean bags, coloured markers

Balls

1 per pair (15 total)

For river crossing challenge progression

Alternative: Small soft balls, foam blocks

Sun Markers

4 sets of coloured cones for 12, 3, 6, 9 positions

Set up in large circle for warm-up activity

Alternative: Coloured spots, markers on ground

Key Vocabulary

Cooperation

Working together with your partner to achieve a goal

Pattern

A repeated sequence of actions or movements

Leader

The person who creates the pattern for others to follow

Follower

The person who copies the pattern made by the leader

Strategy

A plan or method to solve a problem

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic understanding of taking turns and sharing
Simple following instructions and copying movements
Awareness of personal space and moving safely around others

Current Skills

Partner cooperation and communication skills
Pattern recognition and memory skills
Problem-solving and strategic thinking

Next Steps

More complex multi-partner cooperation activities
Advanced pattern sequences and rhythmic activities
Leadership roles in group problem-solving tasks

Milestone Indicators

Students can work cooperatively without adult intervention

Students can create original patterns for others to follow

Students can adapt strategies when initial attempts don't work

Key Teaching Points

Cooperation requires communication - students must talk to their partners throughout activities
Problem-solving takes time - allow students to try different strategies before offering solutions
Pattern following requires concentration - encourage careful observation before copying
Success is measured by working together, not speed of completion
Leadership and following are both important skills that require practice
Safety comes from planning and communication between partners
Mistakes are learning opportunities - celebrate problem-solving attempts

Common Misconceptions

Students thinking the fastest pair wins - emphasise cooperation over speed
Believing one partner should do all the work - stress equal participation
Assuming patterns must be copied immediately - teach the value of observation time
Thinking making mistakes means failure - frame errors as learning opportunities
Believing they can't change their strategy if it's not working - encourage adaptation
Assuming physical ability determines success - highlight communication and cooperation as key skills

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear physical boundaries, use frequent positive reinforcement and movement breaks

dyspraxia

Simplify movement sequences, provide additional practice time, use larger equipment for easier manipulation, break down multi-step instructions

autism spectrum

Provide clear visual schedules of activities, allow processing time between instructions, offer predictable partner pairings and quiet zones if needed

visual impairment

Use brightly coloured cones with different textures, provide clear verbal descriptions of all activities, use tactile markers for river boundaries

hearing impairment

Use visual demonstrations extensively, employ hand signals for key instructions, ensure face-to-face communication with clear lip reading opportunities

physical disability

Modify river crossing to shorter distances or use larger stepping aids, adapt cone tapping to seated positions if needed, provide alternative ways to participate in partner activities

Cross-Curricular Links

Maths

Pattern recognition and sequencing, spatial awareness in hoop placement, counting and ordering movements

Science

Understanding forces when placing and retrieving hoops, exploring balance and stability during partner movements

PSHE

Cooperation and teamwork skills, communication and listening, problem-solving and resilience

Teacher Guidance

Positioning

Move around the space to support different pairs, position centrally during demonstrations

Observation Focus

Watch for quality of cooperation, communication between partners, and problem-solving strategies

Intervention Points

Step in when pairs struggle to communicate, when activities become unsafe, or when students become frustrated

Demonstration Notes

Use clear, exaggerated movements for all demonstrations, involve student volunteers to show correct techniques

Verbal Cues

•'Talk to your partner!'
•'What's your plan?'
•'Help each other!'
•'Watch carefully!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall space minimum 15m x 10m with clear boundaries for activities

Surface Check

Non-slip, even surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check hoops are intact with no cracks or sharp edges
•Ensure cones are stable and appropriate height for tapping
•Verify bean bags and balls are in good condition

Risk Management

Key Risks

•Collisions between pairs during river crossing
•Slips when stepping between hoops
•Tripping over equipment left on floor
•Frustration leading to unsafe behaviours

Risk Mitigation

•Clear lane boundaries for river crossing activity
•Adequate spacing between pairs during all activities
•Immediate equipment collection after each activity
•Adult support for pairs struggling with cooperation

Supervision & Emergency Procedures

Supervision Points

•Position to observe all pairs during river crossing
•Monitor cone tapping for appropriate force
•Watch for signs of frustration or conflict between partners

Emergency Procedures

Stop activity immediately, assess any injuries, provide appropriate first aid, ensure other students remain safely seated