Lesson 6 - STEP Principle Event Planning
Technical Mastery & Leadership
•Year 5
•Athletics
•Start Planning Better PE Lessons
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How can we use the STEP principle to design and teach athletics events that are safe, engaging and inclusive for everyone?
Learning Objectives
- Apply the STEP principle (Space, Task, Equipment, People) to design athletics events
- Plan and teach an athletics activity to peers using appropriate coaching techniques
- Evaluate and adapt activities based on safety, equipment and participant needs
Key Outcomes
- Students will design a running, jumping or throwing event using STEP guidelines
- Students will successfully teach their event to another group with clear instructions
- Students will demonstrate understanding of safety considerations in athletics
Equipment & Resources Required
Available for tag game warm-up
Alternative: Bean bags, soft balls
For marking boundaries and areas
Alternative: Markers, chalk lines
Javelins, shot puts, hurdles, batons, measuring tapes - distributed equally to groups
Alternative: Improvised equipment
For planning and scorecards
Alternative: Paper and clipboards
To identify groups during rotations
Alternative: House colours, hand signals
Key Vocabulary
A framework for adapting PE activities: Space, Task, Equipment, People
Adapting activities to meet different abilities and needs
Organising activities considering safety, rules, equipment and participants
Students teaching and coaching each other
Identifying and managing potential dangers in activities
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic athletics techniques in running, jumping and throwing
- Understanding of fair play and safety in PE
- Experience working in small groups
Current Skills
- Application of STEP principle to event design
- Leadership and teaching skills
- Problem-solving and adaptation in sports contexts
Next Steps
- Advanced coaching and officiating skills
- Event organisation and management
- Sports leadership qualifications and programmes
Milestone Indicators
Key Teaching Points
- STEP principle must be explicitly taught and applied throughout
- Peer teaching requires clear structure and time limits
- Safety is paramount when students design their own activities
- All students must have active roles in both teaching and learning phases
- Reflection and evaluation essential for consolidating STEP understanding
- Activities should be tested before being taught to others
- Encourage creativity while maintaining focus on STEP framework
Common Misconceptions
- STEP is just a checklist - emphasise it's about thoughtful adaptation
- More equipment always makes activities better - quality and appropriateness matter more
- Activities must be complex to be good - simple can be very effective
- Only the teacher can design activities - students can create excellent learning experiences
- STEP only applies to PE - show how it transfers to other subjects and situations
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries, opportunities for leadership and responsibility
dyspraxia
- Step-by-step planning support, simplified equipment, extra practice time for skill development
autism spectrum
- Clear structure for rotations, visual timetable for lesson sections, defined roles within groups
visual impairment
- Clear verbal descriptions of STEP elements, buddy system for activity planning, tactile equipment exploration
hearing impairment
- Visual STEP displays, written planning templates, demonstration-based teaching emphasis
physical disability
- Adapted athletics events, modified equipment, alternative roles in group activities
Cross-Curricular Links
English
Clear verbal communication, instruction giving, listening skills, vocabulary development
Maths
Measuring distances and times, calculating averages, creating scoring systems and data collection
Science
Forces in throwing and jumping, body systems during exercise, physics of movement
PSHE
Leadership skills, teamwork, problem-solving, confidence building and peer support
Teacher Guidance
Positioning
Central position allowing supervision of all activity stations during rotations
Observation Focus
Monitor application of STEP principles, quality of peer teaching, safety compliance
Intervention Points
Support struggling teaching groups, ensure safety protocols followed, guide reflection discussions
Demonstration Notes
Model effective teaching techniques - clear explanations, visual demonstrations, positive encouragement
Verbal Cues
- •'Remember all four parts of STEP!'
- •'Show them, don't just tell them!'
- •'How can we make this activity work for everyone?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m for multiple activity stations with clear separation zones
Surface Check
Even, non-slip surface suitable for running, jumping and throwing activities
Equipment Safety
Safety Checks
- •All athletics equipment checked for damage before use
- •Throwing implements appropriate for age group - foam javelins, bean bags
- •Sufficient equipment to avoid sharing safety-critical items
Risk Management
Key Risks
- •Collision between activity groups
- •Inappropriate use of athletics equipment
- •Slips and falls during dynamic activities
- •Throwing implements in wrong direction
Risk Mitigation
- •Clear boundaries established between all activity stations
- •Throwing activities positioned away from movement areas
- •Students briefed on equipment handling procedures
- •Teacher positioned for visibility of all groups
Supervision & Emergency Procedures
Supervision Points
- •Constant visual supervision of throwing activities
- •Monitor group dynamics during peer teaching
- •Check understanding of safety rules before activity starts
Emergency Procedures
Stop signal established, first aid kit accessible, clear evacuation route identified