Balance Sequencing

Overview

Students design and perform their own creative movement sequences that include balance and weight transfer. This follows from the previous lesson by reusing the same balance shapes and weight-shift ideas in a new “sequence” format.

Learning intentions

• Students will create a short movement sequence with clear balance positions and weight transfer.
• Students will perform their sequence safely using space, control and fair play.
• Students will respond to feedback by adjusting balance or weight transfer to make it clearer.

Success criteria

• I can show a balance shape with control for 2–3 seconds.
• I can transfer my weight (step/lean) safely to start the next part of my sequence.
• I can perform my sequence in the correct order without bumping others.
• I can explain my sequence to a partner using simple body words (cabeza/mani/brazos) and movement words (balance, weight shift).

Curriculum links

• Personal, Social and Community Health/Health education link (body awareness and safe movement through controlled actions during PE routines).
• Personal and Social Capability: use safe movement strategies and manage own body to work safely and independently while collaborating in a structured activity.
• Health and Physical Education focus: students develop understanding of how their body moves and respond as parts move and are named through routine play.

Lesson structure (50 minutes)

1. 0–8 min · Retrieval warm-up (game-based). Teacher leads “Balance to Beat” (music or claps): students jog to a line/space cue, stop on a “freeze” signal, then on the next cue do a small safe weight transfer (e.g., step forward and return). Teacher calls body parts simply and consistently in English and Spanish (por ejemplo: “hands—manos”, “arms—brazos”, “freeze—¡alto!”). Students practise the exact balance shapes from Lesson 6, then vary which foot/level they use.

2. 8–12 min · Goals and safety. Teacher states WALT: “We are learning to create and perform a movement sequence with balance and weight transfer.” Teacher shows a 3-part example: (1) balance shape, (2) weight transfer step/lean, (3) new balance shape. Teacher checks understanding: “What should we do first? What does ‘control’ look like?” Students repeat the “I can” statements.

3. 12–22 min · I Do (explicit modelling). Teacher models a sequence on the spot first, then travels to a new space:

• Part A: Balance shape (e.g., one-foot stand or wide squat hold) for 2–3 seconds.
• Part B: Weight transfer (step/lean) with control (quiet feet, strong posture).
• Part C: Second balance shape (mirror partner’s level: high/low). Teacher uses simple cues: “Freeze—quiet body—hold—then move with control.” Students watch, then do “copy me” for one sequence using teacher cues.

4. 22–32 min · We Do (guided practice in pairs/groups). Students in groups of 4–5 (or pairs if space allows) create sequences using teacher-provided “sequence cards” (3 cards: Balance / Weight Shift / Balance). Teacher circulates with quick checks: “Can you hold your balance? Where is your weight at the start of the next move?” Students do a 2-round rehearsal: Round 1 slower with teacher support; Round 2 faster but still controlled. Teacher asks targeted questions to check form and order.

5. 32–45 min · You Do (creative performance). “Sequence Studio”: each group performs their sequence for another group. Teacher roams for feedback and safety.

• Support: provide a “starter sequence” template (Balance: 2–3 sec; Weight shift: step; Balance: 2–3 sec) and allow choice from a smaller set of movements.
• Extension: add a level change (high/low) or add a directional change (turn 45–90°) while keeping balance controlled. Built-in feedback: partner uses one cue from the success criteria (“Hold 2–3 seconds” or “Transfer weight safely”).

6. 45–50 min · Show Me What You Know (5 min). Quick “Peer Spotlight”: 2–3 groups demonstrate; teacher and class identify which balance was controlled and which weight shift started the next part. Students finish with a 10-second partner reflection: “My balance was… (strong/steady) and my weight shift was… (safe/quiet).”

Resources

• Cones or floor spots for safe personal space
• “Sequence cards” (Balance / Weight Shift / Balance) printed or written on paper
• Music or rhythmic clapping for freeze cues
• Coloured floor tape to mark start zones (optional)
• 2–3 demo cards showing example balances (high/low)
• Visual cue signs: “Freeze”, “Control”, “Quiet feet”
• Water bottles and timer (optional)

Assessment

• Formative observation during warm-up and practice: control of balance (2–3 seconds) and safety of weight transfer (no bumping, quiet feet, stable posture).
• Partner feedback check: students can state one improvement using the “I can” success criteria.
• Show Me What You Know: teacher notes whether the group performs sequence in the correct order and holds balances with control.

Differentiation

• Support (mixed-ability grouping): fewer choices on sequence cards; teacher modelling close by; allow seated/standing alternatives (e.g., balance in a stable stance or hold onto a wall/friend safely if policy allows).
• Scaffold for direction/order: use a simple 3-step checklist on the floor or a card in student hands to keep sequence order.
• Communication supports: allow students to point to cards or show with hands; teacher uses consistent body-word cues in English + Spanish (manos/brazos/cabeza, alto, equilibrio).
• Extension: require an additional transition (e.g., weight shift with a turn) while maintaining balance hold time and safe spacing; add a “challenge balance” (still stable, not risky).
• Behaviour and safety expectations: “Space bubble” reminders, waiting for your turn, and only performing when your partner/team signals “ready”.