Pavement Chalk & Gross Motor Stations
Level 2 develops planning and self-assessment.
- Framework: EYFS
- Unit: EYFS Summer Time
- Learning area: Gross Motor
- Level: EYFS Reception
Objectives
- Design and navigate chalk courses
- track personal progress.
Instructions
Materials
- Large bucket of colorful pavement chalk
- Painter tape or masking tape
- Four hula hoops
- Bean bags or soft foam balls
- Laminated instruction cards with simple movement icons
- Outdoor paved area or covered patio
Learning Objectives
- Demonstrate balance and coordination by following a multi-step movement path.
- Exhibit spatial awareness while navigating around chalk-drawn obstacles.
- Follow verbal and visual directions to complete a sequence of physical tasks.
- Engage in cooperative play by waiting for turns at designated stations.
Step-by-Step Instructions
1. Select a safe, flat outdoor area and use the chalk to draw a large circular path that connects four distinct stations.
2. At station one, draw a series of footprints on the ground to encourage children to jump from one print to the next.
3. At station two, place four hula hoops in a row and instruct children to step inside each one without touching the edges.
4. At station three, draw a zig-zag line with chalk and ask children to walk along the line while balancing a bean bag on their heads.
5. At station four, draw a large target circle and have children toss a foam ball into the centre from a marked distance.
6. Gather the children and demonstrate the entire circuit, modelling how to move safely from one station to the next.
7. Divide the group into small teams of three to ensure children have space to move without colliding.
8. Use a whistle or a verbal cue to signal when children should rotate to the next station in the circuit.
9. Encourage children to add their own chalk drawings to the path once they complete the circuit to foster creative ownership.
Educator Tip
To support children who struggle with balance, place the chalk markings closer together or provide a handrail if near a wall. If children finish early, challenge them to complete the circuit while hopping on one foot or moving backward.
Assessment
- Observe if the child can maintain balance while walking along the zig-zag line.
- Record whether the child successfully follows the sequence of the four stations without needing constant redirection.
- Note the child ability to adjust their physical movements to avoid obstacles drawn on the ground.
Assessment
Assess against Early Learning Goals (ELGs). Document evidence of 'expected' or 'exceeding' descriptors. Note: independent application of skills, ability to explain reasoning, and capacity to build on prior learning. Observe design creativity, motor performance.