Lesson 2 - Symbol Recognition
Outdoor Skills & Teamwork
•Year 1
•Outdoor Adventurous Activities
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How do symbols help us follow instructions and work together in physical activities?
Learning Objectives
- To accurately follow multi-step instructions from the teacher
- To work confidently as individuals and in pairs during physical activities
- To recognise, recall and remember 2-3 symbols used in outdoor activities
Key Outcomes
- Students will demonstrate careful listening and accurate following of instructions
- Students will successfully identify and match symbols in active games
- Students will work cooperatively with peers to complete symbol-matching challenges
Equipment & Resources Required
Arrange in sets of 4 for whack-a-mole, then distribute around area for symbol matching
Alternative: Bean bags, hoops in different colours
Include fence, tree, river, bridge, house symbols - print multiples
Alternative: Laminated pictures of common symbols, hand-drawn symbol cards
For extension activity - one per mat/cone set
Alternative: Bean bags, small soft balls
For whack-a-mole setup - space 2m apart
Alternative: Marked ground spaces, hoops
Key Vocabulary
A simple picture or sign that represents something else
Clear directions telling us what to do
Finding two things that are exactly the same
A particular order of doing things
Working together as a team to complete a task
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic listening and following simple instructions
- Understanding of basic colours and shapes
- Experience of working with peers in simple activities
Current Skills
- Following multi-step instructions accurately
- Recognising and matching symbols
- Working cooperatively in pairs and small groups
Next Steps
- Using symbols for navigation and orienteering
- Creating own symbols and instruction sequences
- Leading others using symbol-based communication
Milestone Indicators
Key Teaching Points
- Always demonstrate symbol matching clearly before expecting children to do it independently
- Use consistent language when describing symbols and their meanings
- Ensure all children can see symbols clearly - hold them high and move around the group
- Praise effort in following instructions, not just successful completion
- Build complexity gradually from single to multi-step instructions
- Encourage cooperation and help children who struggle to find matches
- Connect symbols to real-world examples children will recognise and understand
Common Misconceptions
- Children may think symbols are just pictures rather than representations of real things
- Some students may believe matching means 'similar' rather than 'exactly the same'
- Children might not understand that symbols on maps represent actual features in landscapes
- Students may think instructions must be followed immediately without listening to the complete sequence
- Some children may not realise that symbols are used consistently to mean the same thing
SEN Adaptations
ADHD
- Break instructions into smaller chunks, use movement breaks, provide fidget tools during sitting activities
dyspraxia
- Allow extra processing time, provide physical demonstrations, break down complex movements into steps
autism spectrum
- Provide visual schedule of activities, use consistent language patterns, offer quiet space if overwhelmed
visual impairment
- Use high contrast symbol cards, provide tactile symbols, clear verbal descriptions of all visual elements
hearing impairment
- Use visual signal cards alongside verbal instructions, ensure child can see teacher's face, use gestures
physical disability
- Adapt movement requirements, allow seated participation where needed, modify distances for mobility aids
Cross-Curricular Links
English
Developing vocabulary around symbols, following verbal instructions, communication during partner work
Art
Recognition of visual symbols and signs, understanding how pictures can represent ideas
Geography
Understanding map symbols and their representations, spatial awareness during activities
Teacher Guidance
Positioning
Central position during instructions, move around during activities to support all children
Observation Focus
Watch for symbol recognition accuracy, listening skills, and cooperative behaviour
Intervention Points
["Step in if children struggle to find matches", "Support during complex instruction sequences", "Manage any exclusion or unkind behaviour"]
Demonstration Notes
Always demonstrate new concepts clearly, use exaggerated movements for visibility, check understanding before progressing
Verbal Cues
- •'Listen first, then move'
- •'Find the matching symbol'
- •'Work together to solve this'
- •'Remember the sequence'
Safety Considerations
Space & Surface Requirements
Space Requirements
Indoor hall or outdoor area minimum 15m x 20m, clear of obstacles
Surface Check
Non-slip surface, free from trip hazards, adequate grip for movement activities
Equipment Safety
Safety Checks
- •Cones checked for cracks or sharp edges
- •Symbol cards securely attached to avoid becoming litter
- •Adequate spacing between equipment setups
Risk Management
Key Risks
- •Collisions during movement activities
- •Trips over cones or equipment
- •Overexcitement leading to unsafe behaviour
Risk Mitigation
- •Clear boundaries established and enforced
- •Adequate spacing between working areas maintained
- •Movement activities supervised and controlled
- •Equipment checked before and after use
Supervision & Emergency Procedures
Supervision Points
- •Position to see all children during scattered activities
- •Move around during partner work to support interactions
- •Monitor equipment areas for safe usage
Emergency Procedures
Stop signal established, clear pathways to exit, first aid procedures known