Lesson 5 - Pattern Following
Building Together in Motion
•Reception
•Outdoor Adventurous Activities
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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
Distributed at starting line for river crossing activity
Alternative: Large PE mats cut into circles, rope circles
Each pair needs matching sets of 5 different coloured cones
Alternative: Coloured bean bags, coloured markers
For river crossing challenge progression
Alternative: Small soft balls, foam blocks
Set up in large circle for warm-up activity
Alternative: Coloured spots, markers on ground
Key Vocabulary
Working together with your partner to achieve a goal
A repeated sequence of actions or movements
The person who creates the pattern for others to follow
The person who copies the pattern made by the leader
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
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