Lesson 6 - Cooperative Object Transport
Cooperative Movement Challenges
•Reception
•Outdoor Adventurous Activities
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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
One cone per pair placed 4-5 metres in front of starting position
Alternative: Markers, hoops, or plastic bottles
Full broadsheet newspaper sheets, one per pair
Alternative: Large pieces of fabric, tea towels, or thin plastic sheets
Start with one per pair, extras available for progression
Alternative: Small soft balls, hacky sacks, or small sandbags
Approximately 10cm diameter, suitable for hand-to-hand activities
Alternative: Tennis balls, foam balls, or juggling balls
Approximately 20cm diameter, not too heavy for young children
Alternative: Playground balls, volleyball, or large foam balls
Key Vocabulary
Working together with someone else to achieve a shared goal
Two people working together as a team
Keeping trying even when something is difficult or goes wrong
Keeping objects steady and under control whilst moving
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
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