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Lesson 4 - Pattern Recognition and Visual Cues

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 use our eyes and bodies to learn and create amazing movement patterns?

Learning Objectives

To reproduce movement patterns from visual demonstrations
To respond accurately to visual and verbal cues
To create and teach simple movement sequences using symbols

Key Outcomes

Students will successfully follow and replicate movement patterns
Students will demonstrate improved listening and observation skills
Students will work cooperatively to create and share movement sequences

Equipment & Resources Required

Coloured Cones

4 per mat (red, blue, green, yellow) - 120 total

Arrange in different patterns on each row of mats

Alternative: Coloured beanbags, coloured hoops, laminated colour cards

Mats

1 per student (30 mats)

Arranged in 4 clear rows with adequate spacing

Alternative: Carpet squares, marked floor spaces, hoops

Cards

1 set of 9 cards

Large enough for whole class to see clearly

Alternative: Hand-drawn symbols, projected images, demonstration posters

Softballs

1 per mat (optional extension)

Placed in centre of each mat for extension activities

Alternative: Beanbags, small foam balls, rolled socks

Key Vocabulary

Pattern

A repeated arrangement of movements or actions that follows a rule

Visual cue

A signal we see with our eyes that tells us what to do

Sequence

A set of movements that happen in a specific order

Symbol

A picture or sign that represents a movement or action

Leader

The person who goes first and shows others what to do

Skill Progression Pathway

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

Prior Learning

Basic travelling movements (walking, running, hopping)
Following simple single-step instructions
Understanding of basic colours and shapes

Current Skills

Pattern recognition and replication
Visual cue interpretation
Sequence memory and execution
Cooperative problem-solving

Next Steps

Creating more complex movement sequences
Leading and teaching others confidently
Combining patterns with equipment and apparatus

Milestone Indicators

Accurately follows 3+ step movement sequences

Responds to visual cues without hesitation

Creates original patterns using symbol cards

Teaches patterns clearly to peers

Key Teaching Points

Pattern recognition develops through consistent repetition and clear visual cues
Cooperation skills emerge when children have structured opportunities to work together
Visual processing improves with practice - start simple and gradually increase complexity
Celebrate effort and improvement rather than just final performance
Use positive reinforcement to build confidence in pattern-making abilities
Connect movement patterns to daily life examples children can understand
Encourage children to help each other learn rather than compete

Common Misconceptions

That patterns must be complex to be valuable - simple patterns build foundation skills effectively
That all children will process visual cues at the same speed - allow individual processing time
That cooperation means doing everything exactly the same - celebrate different contributions within groups
That mistakes in patterns are failures - frame them as learning opportunities
That quiet children aren't engaged - observe for non-verbal participation and understanding

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, clear visual boundaries, positive reinforcement for attention and cooperation

dyspraxia

Extra practice time for movement patterns, break down complex sequences, provide physical guidance if needed, celebrate effort over accuracy

autism spectrum

Provide visual schedule of lesson activities, clear routine with predictable structure, quiet space available if overstimulated, extra processing time for instructions

visual impairment

Use high-contrast coloured cones, provide tactile cues alongside visual ones, buddy system for navigation, verbal descriptions of icon movements

hearing impairment

Clear visual demonstrations, use visual signals instead of verbal cues, ensure student can see teacher's face and gestures, written/pictorial instruction cards

physical disability

Adapted seating options (chair instead of floor), modify tapping to pointing or touching, adjust mat height, provide alternative movement options for icons

Cross-Curricular Links

Science

Understanding cause and effect, observation skills, experimenting with movement variables

PSHE

Cooperation, turn-taking, celebrating others' achievements, building confidence through success

Teacher Guidance

Positioning

Central position during demonstrations, move around perimeter during group work for optimal supervision

Observation Focus

Watch for pattern recognition accuracy, cooperation skills, and visual processing abilities

Intervention Points

Step in if groups struggle with cooperation, provide additional support for pattern memory, assist with icon interpretation

Demonstration Notes

Use exaggerated movements for visibility, repeat demonstrations multiple times, break complex patterns into smaller parts

Verbal Cues

•'Eyes on me for the pattern!'
•'Remember to help your group members!'
•'Watch first, then move!'
•'Take your time to get it right!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m, clear of obstacles, non-slip surface suitable for kneeling and sitting

Surface Check

Dry, even surface free from hazards, adequate cushioning for floor work on mats

Equipment Safety

Safety Checks

•Check all mats are non-slip and in good condition
•Ensure cones have no sharp edges or cracks
•Verify icon cards are laminated and have no sharp corners
•Confirm adequate space between mat stations

Risk Management

Key Risks

•Slips during rapid movement between cones
•Collisions during Follow the Leader activities
•Overenthusiastic tapping leading to hand injury
•Exclusion or frustration in group work

Risk Mitigation

•Clear boundaries and spacing established for all activities
•Progressive skill building from simple to complex patterns
•Constant supervision during high-energy sections
•Emphasise controlled movements over speed
•Regular breaks to manage excitement levels

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students during mat work
•Move between groups during pattern creation to ensure inclusion
•Monitor energy levels throughout lesson

Emergency Procedures

Stop signal established, first aid kit accessible, clear evacuation routes maintained