Balance Basics

Overview

Students explore fundamental balance concepts by practising poses and controlled body positions. They learn to control their centre of mass and body alignment using simple, safe movements.

Learning intentions

1–2 sentences of WALT plus teacher focus (linked to Victorian Curriculum HPE 2.0):

• Students will be able to perform and hold balances with increasing control and stillness.
• Students will develop safe movement skills by using space awareness and stable body positions.
• Students will describe how their body helps them stay balanced using simple cues and one or two Spanish words.

Success criteria

• I can hold a balanced pose (still for a moment) without falling or losing control.
• I can choose a stable body position and adjust it to keep my balance.
• I can keep to my space, use safe landings, and follow teacher instructions.
• I can explain using simple words how I stayed balanced (e.g., “quiet”, “strong”, “body straight”).

Curriculum links

• Moves in response to instructions and demonstrates fundamental movement skills with control.
• Uses safe practices, respectful behaviour, and knows basic rules for physical activity.
• Develops personal and social skills through participation, cooperation, and fair play in movement games.

Lesson structure (50 minutes)

1. 0–6 Retrieval + movement check-in Students complete a quick “Freeze Balance Relay” from last time’s movement warm-up: in pairs, one student jogs to a marker, performs a low balance (e.g., one foot tap), then says “alto / quieto” (Spanish for stop/quiet) and freezes while the partner tags. Teacher observes control and safety.

2. 6–9 Goals (WALT) and safety rules Teacher states: “WALT: We are learning to balance our body and hold still, controlled poses.” Students repeat 2 “I can” targets and practise one example pose together. Safety expectations: “Look where you are going,” “Use empty space,” “No pushing,” and “Wait your turn behind the line.”

3. 9–20 Learning (I Do – We Do – You Do)

• I Do (9–12): Teacher models 3 balances:
• Two feet to one foot (hands out, then hands by sides)
• “Tree” (knee bent, foot on ankle/calf—choose a safe height)
• “Superhero line” (standing tall, arms out, then arms down) Cues: “Strong core,” “Tall body,” “Soft knees,” “Eyes forward.”
• We Do (12–17): Guided practice in small groups with teacher-led questions: “What did you do with your arms to stay steady?” “Did your eyes help?” Students try each balance on a spot for 10–15 seconds, then reset quickly.
• You Do (17–20): “Balance Choice Stations” Students choose one station: (1) one-foot balance, (2) heel-to-toe stand (on a taped line), or (3) low squat freeze (safe depth). Teacher circulates for stillness and safe posture.

4. 20–38 Consolidation: game-based practice

• Set up stations into a continuous “Balance Tag (Safe Edition).” Students move within their zone using a light jog or walk. When teacher calls “Balance!” they stop on the nearest spot and perform the assigned balance card:
• Card A: one-foot balance
• Card B: heel-to-toe on a line
• Card C: squat freeze (quiet) After 5 seconds, teacher calls “Move!” Students continue. Teacher feedback is quick: “Stay tall,” “Try smaller movements,” “Fix your feet.”
• Support (embedded): Provide a wider stance option, allow hands on hips, or use a wall/partner back-to-back as a “steady spot” (no leaning unless needed and teacher-approved).
• Extension: Advanced learners must perform a “balance upgrade” without stepping: arms change position (out → up → down) or turn head left/right once while keeping feet still.

5. 38–43 Quick reteach moment + reset Teacher gathers class briefly for one high-impact correction: “If you fall, it’s okay—pause, reset your feet, try again.” Students practise the cue “Eyes forward + steady arms” for two rounds only, to minimise downtime.

6. 43–48 Show Me What You Know (5 minutes) “Partner Balance Show” in pairs: Partner 1 performs a chosen balance for 10 seconds while Partner 2 uses a simple checklist from teacher:

• still for a moment
• safe space
• controlled body (quiet, tall, strong) Then swap roles. Partner feedback must use one Spanish word or cue: “quieto” / “fuerte” / “alto”.

7. 48–50 Reflection + pack up Students sit in a circle and answer: “What helped you stay balanced?” Teacher collects 2–3 answers and links back to today’s WALT.

Resources

• Coloured cones/markers for zones and spots (one colour per balance type if possible)
• Balance cards (A/B/C) with simple pictures (one-foot, line heel-to-toe, squat freeze)
• Tape for a straight “balance line” (or chalk line outside)
• Beanbags or small hoops for “spots”
• Lanyards or pinnies to identify partners/groups (optional)
• Timer (phone or wall timer) for 5–10 second holds
• Wall-safe “steady spot” markers (for support learners)
• Stretch or soft spot mats (optional for uneven flooring safety)

Assessment

• Teacher observation during stations and the game: stillness, body alignment (tall/strong), safe control (no collisions).
• Pair demonstration check: student can hold a pose for the required moment and uses one cue in simple language.
• Quick question/answer after the game: identifies at least one factor that helped them balance (e.g., “eyes forward”, “strong core”, “still feet”).

Differentiation

• Support: wider base balances, hands on hips, shorter hold times (e.g., 5–7 seconds), optional wall/partner “steady spot”.
• Support for SEN: reduce number of balance requirements to one selected pose; use fewer transitions (call “Balance” only twice per round).
• Extension: longer holds (15–20 seconds), balance upgrades (arm changes, head turns once), or gentle controlled reach while feet stay planted.
• EAL/Spanish: model Spanish words with actions (“quieto/alto/fuerte”), allow students to point or demonstrate if they can’t yet speak; accept non-verbal cueing for explanations.