Farm Movement Coordination

Overview

In this lesson, students practise coordination and teamwork through simple farm-themed movement games and a short obstacle course. They explore how moving in particular shapes (e.g., jumping, stepping, reaching) can show ideas and teamwork.

Learning intentions

• Students will participate in movement games that practise running, jumping, stepping and turning with control.
• Students will follow simple instructions and take turns safely.
• Students will create small movement sequences (2–3 actions) that match a goal for the game.
• Students will describe how their movements and team actions help the game work.

Success criteria

• I can move safely around the space and control my body (stop, start, change direction).
• I can follow the game rules and take turns with a partner.
• I can make a short movement sequence with the team (for example: jump, step, reach).
• I can tell or show how our teamwork helped (e.g., we waited, we cheered, we shared turns).

Curriculum links

• Creative Arts — students compose and perform dance using shapes and movements to communicate ideas, and describe ways that dance conveys ideas.
• Mathematics (optional link through grouping) — students use forming equal groups to share items fairly in games (e.g., two bales/markers per person or per round).
• Mathematics (optional link through counting/partitioning) — students use number bonds and partitioning ideas to share farm items between two people.

Lesson structure (90 minutes)

1. 0–10 min · Welcome and warm-up. Teacher sets up a “farm yard” area and models safe movement rules (space, stopping, taking turns); students copy teacher movements on the spot and then move slowly around the space.

2. 10–20 min · Team freeze + shape signals. Teacher calls “Farm Freeze” and shows a simple shape/action (e.g., “tall like a silo”, “low like a hay bale”, “side step like a gate”); students move and freeze on the signal, then do the matching action.

3. 20–35 min · Coordination stations (stations rotate once). Teacher explains one station at a time, demonstrating clearly and using short phrases (step, jump, turn, reach); students rotate with support:

• “Jump the puddles” (stepping stones on the floor)
• “Crawl under fences” (low tunnel or cones/ropes)
• “Turn like a weather vane” (quarter turns and stop)
• “Carry a feed bag” (light beanbag to a spot and back)

4. 35–45 min · Sharing and grouping farm items. Teacher holds farm items (beanbags/bales/markers) and asks students to share fairly for the next game rounds (two students total); students pass items back and forth to match the teacher’s “equal sharing” expectation and count together to confirm.

5. 45–65 min · Obstacle course: “Collect the farm shapes”. Teacher sets a simple, short course using farm items (cones, hoops, stepping stones) and gives each student a role:

• Student A runs the course and returns a marker
• Student B waits at the gate and prepares the next marker Students complete the course once each, aiming to perform a required mini-sequence at key points (e.g., jump at puddles, step through gate, reach to “barn door” spot). Teacher cues “Watch the shape” and “Show teamwork—wait and cheer.”

6. 65–75 min · Short reflection through movement. Teacher asks: “How did our movements help the game? What did your partner do that helped?” Students respond using gestures and simple words, then perform one shared sequence together (2–3 actions) to show their idea (e.g., “jump-step-reach” as “we collect together”).

7. 75–85 min · Cool-down: breathe, stretch, thank-you team. Teacher leads slow breathing and gentle stretches; students mirror teacher and give a simple teamwork thank-you (high five or hand tap) at the end.

8. 85–90 min · Quick wrap-up and exit check. Teacher holds up two picture cards (Stop safely / Take a turn) or demonstrates each; students show with thumbs up or by choosing the correct action in one last mini-freeze.

Resources

• Cones, hoops, stepping stones (or taped squares on the floor)
• Beanbags or soft “feed” bags
• Light tunnel or low blanket for crawling (supervised)
• Marker spots (tape) for “barn door” and “gate”
• Visual cue cards for simple shapes/actions (e.g., tall, low, side step)
• Small farm-themed props (optional): toy animals, hessian “hay bale” sacks

Assessment

• Observe during stations: ability to control body (stop/start, safe movement) and follow simple instructions.
• Listen/watch during reflection: students’ ability to describe or show how teamwork helped the game.
• Exit check: students demonstrate correct choice (stop safely / take a turn) during the final signal.

Differentiation

• Support: Teacher uses modelling, short instructions, and physical cues (pointing to the next action spot).
• Support for coordination: Reduce distance, increase time between attempts, and allow “step” instead of “jump” if needed.
• Extension: Ask students to add one extra action to their mini-sequence (e.g., turn and freeze) while keeping the course safe.
• SEN/EAL considerations: Use consistent routine language (“freeze”, “go”, “turn”, “wait”, “your turn”) and rely on gestures and picture cards rather than lengthy explanations.