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Lesson 6 - STEP Principle Event Planning

Technical Mastery & Leadership

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Year 5

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Athletics

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Big Question

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

Tennis Balls

4-6

Available for tag game warm-up

Alternative: Bean bags, soft balls

Cones

20-30

For marking boundaries and areas

Alternative: Markers, chalk lines

PE Equipment

6 sets

Javelins, shot puts, hurdles, batons, measuring tapes - distributed equally to groups

Alternative: Improvised equipment

Sun Markers

1 per group (6)

For planning and scorecards

Alternative: Paper and clipboards

Bibs

To identify groups during rotations

Alternative: House colours, hand signals

Key Vocabulary

STEP Principle

A framework for adapting PE activities: Space, Task, Equipment, People

Differentiation

Adapting activities to meet different abilities and needs

Event Planning

Organising activities considering safety, rules, equipment and participants

Peer Teaching

Students teaching and coaching each other

Risk Assessment

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

Can explain STEP without prompts

Designs safe and engaging activities independently

Teaches with confidence and clarity

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