Lesson 1 - Following Instructions
Trust & Communication Skills
•Year 2
•Outdoor Adventurous Activities
•Start Planning Better PE Lessons
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- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
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How can we work together and follow instructions to achieve our goals?
Learning Objectives
- To develop the ability to follow instructions accurately and immediately
- To work cooperatively with a partner and begin working effectively in small groups
- To demonstrate listening skills and spatial awareness in movement activities
Key Outcomes
- Students will follow multi-step instructions with increasing accuracy
- Students will demonstrate effective partner work and beginning group cooperation
- Students will show improved listening skills and movement control
Equipment & Resources Required
Scattered randomly around teaching area at start, reorganise as needed
Alternative: Cones, spots, or rope circles
Remove face cards, use only numbers 1-10, prepare matching sets
Alternative: Number cards, coloured cards, or matching picture cards
Key Vocabulary
Directions or commands that tell us what to do
Working together towards a shared goal
An area where you can move without bumping into others
Giving your full attention to the task
Someone you work with as a team of two
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of personal space
- Ability to stop and start on command
- Simple partner interactions
Current Skills
- Following multi-step instructions
- Cooperative partner work
- Beginning group collaboration
- Active listening in movement contexts
Next Steps
- Complex team challenges requiring strategy
- Leadership roles in group activities
- Problem-solving in larger groups
Milestone Indicators
Key Teaching Points
- Immediate response to instructions builds listening skills and safety awareness
- Cooperation requires communication, patience, and thinking about others' needs
- Everyone has different strengths and can contribute to team success
- Safe movement in shared space requires constant awareness and consideration
- Problem-solving together is more effective than working alone
- Helping others makes activities more enjoyable for everyone
- Following instructions becomes easier with practice and focus
Common Misconceptions
- Thinking cooperation means doing exactly what others want rather than working together towards shared goals
- Believing following instructions means moving as fast as possible rather than with control and accuracy
- Assuming teamwork is only needed for difficult tasks rather than being valuable in all activities
- Thinking that helping others will slow you down rather than make everyone more successful
- Believing that making mistakes means you're not good at teamwork rather than seeing mistakes as learning opportunities
SEN Adaptations
ADHD
- Break activities into shorter segments, provide movement breaks between instruction-heavy activities, use clear, immediate feedback
dyspraxia
- Demonstrate movements more slowly, provide extra practice time, allow longer processing time for multi-step instructions, offer physical support for balance
autism spectrum
- Provide clear routine and structure, use visual schedule for activities, offer quiet space if overwhelmed, prepare for changes in partner/groups
visual impairment
- Use verbal descriptions of all movements, provide physical guidance for finding partners, use tactile cards or textured markers
hearing impairment
- Use clear visual signals alongside verbal instructions, provide written instruction cards, use buddy system for instruction relay
physical disability
- Adapt movements to seated or supported positions, modify hoops to wheelchair accessible spaces, provide alternative ways to 'make numbers' with bodies
Cross-Curricular Links
English
Following verbal instructions, communication during partner work, vocabulary development for cooperation terms
Maths
Counting and matching numbers on cards, ordering numbers 1-10, recognising patterns in suits
Science
Understanding how bodies move in different directions, cause and effect in teamwork situations
PSHE
Cooperation and teamwork, helping others, managing feelings in challenging situations, celebrating diversity in abilities
Teacher Guidance
Positioning
Move around perimeter for maximum visibility, position near groups needing support
Observation Focus
Watch for immediate responses to instructions, quality of cooperation, inclusion of all students
Intervention Points
Step in immediately if students struggling to find partners/groups, address any exclusion behaviour
Demonstration Notes
Use clear, exaggerated movements for all demonstrations, invite students with good technique to demonstrate for others
Verbal Cues
- •'Look for the spaces!'
- •'Help someone who needs a partner!'
- •'Show me you're listening with your whole body!'
- •'Work together to solve this!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 15m clear space, larger ideal for running activities
Surface Check
Flat, non-slip surface essential, check for any hazards or obstacles
Equipment Safety
Safety Checks
- •Hoops placed flat on ground with no overlapping edges
- •Playing cards checked for sharp edges or damage
- •All equipment stored safely when not in use
Risk Management
Key Risks
- •Collisions during running and chasing activities
- •Falls when sharing space in hoops
- •Overexcitement leading to loss of control
- •Exclusion or pushing during competitive elements
Risk Mitigation
- •Clear boundaries established before each activity
- •Emphasis on controlled movement throughout
- •Teacher positioning for maximum visibility
- •Immediate intervention if unsafe behaviour observed
- •Progressive increase in activity complexity
Supervision & Emergency Procedures
Supervision Points
- •Position at corner of area for full view during movement activities
- •Move closer during partner/group formation activities
- •Stay near hoops during rabbit holes to monitor sharing
- •Watch for any students being excluded or struggling
Emergency Procedures
Stop signal established, first aid kit accessible, clear evacuation route identified