🧭

Lesson 1 - Matching and Group Recognition

Cooperative Movement Challenges

•

Reception

•

Outdoor Adventurous Activities

•

45 min

Big Question

How can we work together to solve problems and find where we belong?

Learning Objectives

Work as an individual and part of a group to match colours and symbols
Identify relationships between self and others through group activity
Develop understanding of group membership and following instructions

Key Outcomes

Students will successfully identify their group using visual markers
Students will work cooperatively to solve matching challenges
Students will demonstrate understanding of group rules and boundaries

Equipment & Resources Required

Coloured Cones

16 cones (4 different colours)

Place at 12, 3, 6, and 9 o'clock positions

Alternative: Coloured bean bags, markers, or chalk circles

Cards

1 complete deck

Remove picture cards for easier number recognition if needed

Alternative: Large picture cards, laminated suit symbols

Large Suit Symbols for Walls

4 wall displays

Mount at child height on 4 different walls

Alternative: A4 printed symbols, projected images

Key Vocabulary

Matching

Finding things that are the same or go together

Group

A collection of people working together

Suits

The four different symbols on playing cards: hearts, diamonds, clubs, spades

Clockwise

Moving in the same direction as clock hands

Overtake

To go past someone who is in front of you

Skill Progression Pathway

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

Prior Learning

Basic colour recognition
Understanding of taking turns
Simple following of instructions

Current Skills

Group identification and membership
Symbol and colour matching
Cooperative movement and problem-solving

Next Steps

More complex group formations
Problem-solving with multiple variables
Leadership roles within groups

Milestone Indicators

Students move to correct positions without prompting

Groups work together without conflicts

Students can explain their reasoning for choices

Key Teaching Points

Organisation is key to all group activities - establish clear systems from the start
Take time to walk through each new activity so students understand expectations completely
If an activity breaks down, stop immediately, reset, and start again with clearer instructions
Build complexity gradually - if students struggle, step back and consolidate simpler skills
Use natural breaks between activities, but keep students moving and active for majority of lesson
Emphasise cooperation over competition to build inclusive environment
Connect all activities to real-life examples students can understand and relate to

Common Misconceptions

Students may think 'matching' only means identical colours rather than same symbols/numbers
Young children often confuse clockwise direction with 'right' or 'left'
Students may focus on card numbers instead of suit symbols when sorting
Children might think 'groups' are permanent rather than flexible for different activities
Some students believe 'cooperation' means doing exactly the same thing rather than working together towards shared goals

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear start and stop signals, use movement as positive outlet for energy

dyspraxia

Simplify movement patterns, provide extra practice time for coordination, use larger equipment for easier handling

autism spectrum

Provide visual schedule of lesson activities, use consistent routines for group formation, offer quiet space if overwhelmed

visual impairment

Use high contrast coloured cones and large print cards, provide verbal descriptions of all visual symbols, buddy system for navigation

hearing impairment

Use clear visual signals and demonstrations, written instruction cards available, ensure student can see teacher's face when speaking

physical disability

Modify movements to seated or supported versions, use adapted equipment like large grip cards, ensure wheelchair accessible spaces

Cross-Curricular Links

Science

Understanding of clockwise direction, observation skills for symbol recognition, cause and effect in group activities

PSHE

Cooperation and teamwork, following rules for everyone's safety, respecting others in group situations, building confidence through success

Teacher Guidance

Positioning

Central position for maximum visibility of all groups, move around perimeter during activities to support all students

Observation Focus

Watch for group cooperation, accurate symbol recognition, safe movement patterns, and inclusion of all students

Intervention Points

Step in if groups become confused about rules, if unsafe movement occurs, or if students are struggling with symbol recognition

Demonstration Notes

Always demonstrate activities at student level, use exaggerated movements for clarity, involve confident students in demonstrations

Verbal Cues

•'Remember your group colour!'
•'Look at the shape on your card!'
•'Gentle jogging, not racing!'
•'Help your teammates succeed!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 15m indoor space or equivalent outdoor area with clear boundaries

Surface Check

Non-slip surface essential for jogging and jumping activities, check for obstacles

Equipment Safety

Safety Checks

•Ensure cones are soft plastic with no sharp edges
•Check playing cards have rounded corners
•Verify wall displays are securely mounted below child reach height

Risk Management

Key Risks

•Collisions during clock movement activities
•Slips during jogging and quick direction changes
•Over-excitement leading to unsafe behaviour
•Students bumping into walls during suit games

Risk Mitigation

•Clear movement boundaries established with cones
•Adequate spacing between groups maintained
•Progressive speed building from walking to jogging
•Constant supervision during all movement activities
•Regular safety reminders about controlled movement

Supervision & Emergency Procedures

Supervision Points

•Position to see all four groups during clock activities
•Monitor centre area during card collection challenges
•Watch for students who may need additional support
•Ensure wall areas remain clear of obstacles

Emergency Procedures

Stop all activity immediately on teacher signal, clear procedures for accessing first aid, designated safe assembly area identified