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Lesson 6 - Cooperative Object Transport

Cooperative Movement Challenges

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Reception

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Outdoor Adventurous Activities

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45 min

Big Question

How can working together with a partner make difficult challenges easier to complete?

Learning Objectives

Work cooperatively as part of a pair to move objects and complete challenges
Persevere through challenges and develop resilience when tasks become difficult
Listen actively and make shared decisions as part of a partnership

Key Outcomes

Students will successfully transport objects with a partner using cooperative strategies
Students will demonstrate persistence when facing challenging tasks
Students will show effective communication and decision-making skills with their partner

Equipment & Resources Required

Cones

15 pairs (for 30 students)

One cone per pair placed 4-5 metres in front of starting position

Alternative: Markers, hoops, or plastic bottles

Score Sheets

15 sheets

Full broadsheet newspaper sheets, one per pair

Alternative: Large pieces of fabric, tea towels, or thin plastic sheets

Balls

Start with one per pair, extras available for progression

Alternative: Small soft balls, hacky sacks, or small sandbags

Small Foam Balls

Approximately 10cm diameter, suitable for hand-to-hand activities

Alternative: Tennis balls, foam balls, or juggling balls

Large Soft Balls

Approximately 20cm diameter, not too heavy for young children

Alternative: Playground balls, volleyball, or large foam balls

Key Vocabulary

Cooperate

Working together with someone else to achieve a shared goal

Partnership

Two people working together as a team

Persevere

Keeping trying even when something is difficult or goes wrong

Balance

Keeping objects steady and under control whilst moving

Communicate

Talking and listening to your partner to work together

Skill Progression Pathway

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

Prior Learning

Basic spatial awareness and personal space understanding
Simple following of instructions and rules
Basic object manipulation skills with individual equipment

Current Skills

Cooperative teamwork with a partner
Problem-solving through trial and improvement
Coordinated movement whilst handling objects

Next Steps

Working cooperatively in larger groups of 3-4 students
More complex problem-solving scenarios with multiple solutions
Leadership roles within group cooperative activities

Milestone Indicators

Students naturally communicate before starting each challenge

Partners help each other when objects are dropped without teacher prompting

Students suggest modifications to make tasks easier or harder

Key Teaching Points

Cooperation means working together to achieve shared goals, not just being near each other
Communication before and during activities is essential for successful partnerships
Mistakes and failures are part of learning - persistence and trying again builds resilience
Both partners are equally important and responsible for success
Gentle, respectful physical contact is required for some activities with clear boundaries
Different challenges require different cooperation strategies and adaptation
Celebrating partnership achievements builds positive relationships and motivation

Common Misconceptions

Students may think cooperation means one person does all the work while the other follows - emphasise shared responsibility and effort
Some may believe that being faster is more important than working together - redirect focus to cooperation quality over speed
Students might think that dropping objects means failure - teach that mistakes are learning opportunities requiring restart strategies
Some may assume that cooperation is only about physical tasks - connect to communication, problem-solving, and emotional support
Students may think they can only work with their best friends - encourage working positively with different partners

SEN Adaptations

ADHD

Use shorter activity bursts with frequent transitions, provide clear boundaries and expectations, offer leadership roles to maintain engagement, give frequent positive feedback for cooperation attempts

dyspraxia

Use larger, lighter equipment for easier handling, reduce complexity of coordination required, provide extra practice time for partnership skills, offer step-by-step visual guides for activities

autism spectrum

Provide clear, predictable routines for partnership formation, offer quiet zones for sensory breaks, use visual schedules for activity sequences, allow extra processing time for cooperation concepts

visual impairment

Use brightly coloured equipment, provide clear verbal descriptions of activities, buddy system with sighted partner for additional guidance, tactile markers for target areas

hearing impairment

Use visual demonstrations and hand signals, provide written instruction cards, ensure clear sight lines for lip reading, use vibrant visual cues for transitions

physical disability

Adapt equipment size and weight as needed, modify distances for wheelchair users, provide seated versions of activities, ensure appropriate partnership matching for physical abilities

Cross-Curricular Links

Maths

Comparing distances travelled with different objects, counting successful completions, measuring time for different challenges, recognising patterns in cooperation strategies

Science

Understanding forces needed to balance and transport objects, exploring how working together can overcome individual limitations, investigating properties of different materials (newspaper flexibility, ball shapes)

PSHE

Developing teamwork and cooperation skills, building resilience and persistence, learning to communicate effectively, showing respect and appreciation for others

Teacher Guidance

Positioning

Circulate continuously between pairs to provide individual feedback and support, positioning for maximum visibility during demonstrations

Observation Focus

Watch for quality of communication between partners, persistence when facing difficulties, safe object handling, and positive partnership dynamics

Intervention Points

Step in when partnerships are struggling with cooperation, when safety concerns arise, when students show frustration, or when additional challenge is needed

Demonstration Notes

Use teaching assistant or confident student partnerships for demonstrations, emphasise cooperation strategies clearly, show both successful techniques and problem-solving approaches

Verbal Cues

•'Work together!'
•'Communicate with your partner!'
•'Keep trying!'
•'How can you help each other?'
•'What could you try differently?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor space minimum 15m x 20m, clear of obstacles

Surface Check

Non-slip surface suitable for walking/moving while carrying objects, free from trip hazards

Equipment Safety

Safety Checks

•Check newspapers are not torn with sharp edges
•Ensure balls are appropriately sized for young children and not over-inflated
•Verify bean bags are securely sealed with no loose filling
•Confirm cones are stable and have no sharp edges

Risk Management

Key Risks

•Collisions between pairs while carrying objects
•Slips and falls during coordinated movement activities
•Inappropriate physical contact during ball sandwich activity
•Frustration and emotional distress when challenges are difficult

Risk Mitigation

•Establish clear boundaries and pathways for movement
•Maintain adequate spacing between pairs during activities
•Model appropriate physical contact and personal space boundaries
•Provide emotional support and encouragement for persistence
•Use progressive challenge structure to build confidence

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all pairs during object transport
•Monitor closely during ball sandwich activity for appropriate contact
•Watch for signs of frustration and provide immediate support
•Ensure equipment is being used safely and cooperatively

Emergency Procedures

Stop activity immediately, assess any injuries, provide appropriate first aid, ensure other students are safe and calm