Pavement Chalk & Gross Motor Stations
Level 1 builds fundamental movement skills.
- Framework: EYFS
- Unit: EYFS Summer Time
- Learning area: Gross Motor
- Level: EYFS 3-4
Objectives
- Follow chalk obstacle courses
- practise locomotor skills.
Instructions
Materials
- Large bucket of thick, non-toxic pavement chalk.
- Painter's tape for marking lines on the ground.
- Hula hoops or bean bags for target stations.
- Laminated cards featuring simple shapes or movement icons.
- Small spray bottles filled with water.
Learning Objectives
- Demonstrate balance and coordination while navigating a chalk-drawn obstacle course.
- Follow multi-step verbal directions to move between stations.
- Use gross motor skills to jump, hop, and reach during creative play.
- Practise spatial awareness by staying within designated chalk boundaries.
Step-by-Step Instructions
1. Prepare the outdoor space by drawing a winding path with chalk that includes straight lines, zigzags, and circles.
2. Place hula hoops at the end of the path and scatter bean bags near them for a tossing station.
3. Gather the children and demonstrate how to walk along the lines, jump into the circles, and toss a bean bag into a hoop.
4. Invite children to trace the chalk lines with their feet to practise balance and controlled movement.
5. Introduce the movement cards at specific stations, asking children to perform the action shown, such as jumping like a frog or stretching like a tree.
6. Encourage children to use the spray bottles to erase their chalk marks once they finish a station, which builds fine motor strength while cleaning up.
7. Rotate children through the stations in small groups to ensure everyone has space to move safely.
8. Observe how children navigate the path and provide verbal encouragement for their efforts.
Educator Tip
If a child struggles with balance, draw wider lines or provide a hand for support. You can extend this activity by asking children to suggest new movements for the stations, which builds their confidence and creative expression.
Assessment
- Observe if the child can follow the path lines without stepping off frequently.
- Note the child's ability to transition from one station to the next upon verbal instruction.
- Document the child's success in performing the requested gross motor movements at each station.
Assessment
Observe and note: ability to follow two-step instructions, use of new vocabulary in context, early problem-solving strategies, and sustained shared thinking episodes. Assess against Development Matters age-band expectations. Checklist: movement skills, following course.