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Lesson 1 - Following Instructions

Trust & Communication Skills

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Year 2

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Outdoor Adventurous Activities

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53 min

Big Question

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

Hoops

Scattered randomly around teaching area at start, reorganise as needed

Alternative: Cones, spots, or rope circles

Cards

2 packs

Remove face cards, use only numbers 1-10, prepare matching sets

Alternative: Number cards, coloured cards, or matching picture cards

Key Vocabulary

Instructions

Directions or commands that tell us what to do

Cooperation

Working together towards a shared goal

Safe space

An area where you can move without bumping into others

Focus

Giving your full attention to the task

Partner

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

Responds immediately to instructions without repetition

Seeks out partners/groups without teacher direction

Offers help to others naturally

Maintains focus throughout extended activities

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