Lesson 1 - Following Directions
Social Skills & Cooperation
•Year 1
•Outdoor Adventurous Activities
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How can we become better listeners and followers to work together as a team?
Learning Objectives
- To listen carefully to and follow instructions accurately
- To demonstrate active listening skills during physical activities
- To work cooperatively with others while following directions
Key Outcomes
- Students will follow multi-step instructions consistently
- Students will demonstrate improved listening skills in group activities
- Students will show understanding of safety through following directions
Equipment & Resources Required
Place around perimeter and create centre line for Simon Says activity
Alternative: Bean bags, hoops, or markers
Keep handy for Red Light/Green Light variations
Alternative: Coloured paper, scarves, or clothing items
Key Vocabulary
Clear directions telling you what to do
Using your ears and brain to understand what someone is saying
A place where you can move without bumping into others
Stop moving completely like a statue
Working together nicely with others
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can walk and run safely
- Understands basic movement vocabulary
- Can recognise own name being called
Current Skills
- Following multi-step instructions
- Active listening during movement
- Working cooperatively in pairs and groups
Next Steps
- Leading others through instructions
- Creating own movement sequences
- Teaching skills to peers
Milestone Indicators
Key Teaching Points
- Always give instructions before starting movement
- Use positive reinforcement to encourage good listening
- Model excellent listening behaviour yourself
- Connect instruction-following to safety throughout
- Celebrate cooperation and teamwork efforts
- Ensure all students feel included regardless of ability
- Use variety in instruction delivery to maintain engagement
Common Misconceptions
- Students may think following instructions means just copying others - emphasise individual listening
- Some may believe they can't participate if they make mistakes - ensure continued inclusion
- Students might think louder means more important - teach that all instructions matter
- Some may assume instructions are just for games - connect to real-life importance
- Students may think cooperation means doing everything the same - celebrate different contributions
SEN Adaptations
ADHD
- Shorter instruction sequences, movement breaks built in, clear boundaries, positive reinforcement for attention
dyspraxia
- Slower pace for complex instructions, visual demonstrations, practice time for coordination challenges
autism spectrum
- Clear structure and routine, visual schedule of activities, quiet space available if needed, consistent language
visual impairment
- Use clear verbal instructions, tactile cues, buddy system for movement activities, describe all visual signals verbally
hearing impairment
- Use visual demonstrations, hand signals, written instruction cards, ensure students can see teacher clearly
physical disability
- Adapt movements as appropriate, seated versions of activities, focus on achievable instruction-following
Cross-Curricular Links
English
Following multi-step instructions, vocabulary development, active listening skills, speaking and listening in groups
Maths
Spatial awareness, direction vocabulary, counting instructions, pattern recognition in movement sequences
Science
Understanding how our ears help us hear, body parts involved in movement, coordination and balance
PSHE
Cooperation, teamwork, respecting others, following rules, celebrating differences, building confidence
Teacher Guidance
Positioning
Stand where all students can see and hear clearly, move around to observe all students during activities
Observation Focus
Watch for instruction-following accuracy, safe movement, and positive cooperation
Intervention Points
Step in if students not following safety guidelines or if instructions are not understood
Demonstration Notes
Use exaggerated movements for clarity, involve students in demonstrations, praise good examples immediately
Verbal Cues
- •'Listen first, then move!'
- •'Find your safe space!'
- •'Work together as a team!'
- •'Show me excellent listening!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 15m clear space, larger preferable for movement activities
Surface Check
Non-slip surface, free from obstacles and hazards
Equipment Safety
Safety Checks
- •Cones checked for sharp edges or cracks
- •Coloured signals clearly visible to all students
- •Equipment stored safely when not in use
Risk Management
Key Risks
- •Collisions during movement activities
- •Falls during direction changes or stops
- •Unsafe transitions to floor positions
Risk Mitigation
- •Emphasis on controlled movement speeds
- •Clear boundaries established with cones
- •Practice safe spacing and stopping techniques
- •Demonstrate safe floor transitions
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor movement activities for safe spacing
- •Watch for fatigue or overexertion
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid or support as needed