Pavement Chalk & Gross Motor Stations
Level 3 promotes fitness literacy and leadership.
- Framework: EYFS
- Unit: EYFS Summer Time
- Learning area: Gross Motor
- Level: EYFS Reception
Objectives
- Create complex movement challenges
- analyse physical fitness concepts.
Instructions
Materials
- Large bucket of non-toxic pavement chalk in assorted colours
- Masking tape or painter tape for marking boundaries
- Whistle or handheld bell for signaling station transitions
- Laminated station cards with simple illustrations of movements
- Stopwatch or timer for interval management
Learning Objectives
- Demonstrate balance and coordination through hopping and jumping movements.
- Follow multi-step instructions during a timed circuit activity.
- Collaborate with peers to create a shared chalk mural during rest intervals.
- Exhibit spatial awareness by navigating between designated chalk stations.
Step-by-Step Instructions
1. Select a flat outdoor space and use chalk to draw four distinct stations: a hopscotch grid, a zig-zag line, a circle for jumping jacks, and a long straight line for balancing.
2. Gather the children and demonstrate the specific movement required for each station, emphasizing safety and personal space.
3. Assign small groups to each station to ensure every child has enough room to move freely.
4. Explain that the whistle signal indicates when it is time to move to the next station in a clockwise direction.
5. Lead the children through one practise rotation to ensure they understand the flow of the circuit.
6. Start the timer for two minutes per station and blow the whistle to initiate the first round of movement.
7. Observe the children as they perform the movements, offering verbal encouragement and reminders about body control.
8. Use the transition time between stations to ask children to draw a small sun or flower on the pavement to contribute to a collective summer mural.
9. Conclude the activity by having the children perform a slow-motion walk back to the classroom to cool down.
Educator Tip
If children struggle with the physical intensity of the circuit, incorporate a rest station where they must trace their handprints with chalk. This allows for a sensory break while keeping them engaged with the theme. Always ensure the surface is dry and free of debris before beginning the activity.
Assessment
- Observe the child's ability to maintain balance while hopping on one foot or walking along the chalk lines.
- Record whether the child responds promptly to the auditory signal to transition between stations.
- Note the child's level of engagement during the collaborative mural portion of the activity.
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. Rubric: design complexity, leadership, fitness knowledge.