Body Movement Skills

Year Level

Year 2

Duration

60 minutes

Class Size

8 students

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Curriculum Alignment

Victorian Curriculum - Health and Physical Education

• Content Description: AC9HP10K01
  Perform fundamental movement skills in a range of movement sequences and situations

• Elaboration:
  Demonstrate changes in speed, direction, and level while using fundamental locomotor and non-locomotor skills in sequences. Invent and assess new movement games using equipment and applying game rules (from AC9HP2M02 elaborations adapted for Year 2)【8:AC9HP2M02】.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Perform fundamental locomotor skills (running, jumping, hopping) and non-locomotor skills (twisting, balancing) with control and coordination.
2. Change speed, direction, and level in movement sequences.
3. Work collaboratively to create and try a new game incorporating fundamental movement skills.
4. Reflect on which movements and games they enjoy and why.

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Equipment & Resources

• Cones to mark boundaries and movement zones
• Soft balls or bean bags
• Hula hoops or floor markers
• Whistle
• Worksheet specifically designed for AC9HP10K01 (see below)

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Lesson Structure & Timing

1. Introduction and Warm-Up (10 minutes)

• Activity: Follow the Leader
  • Teacher leads a movement sequence changing speed, direction, and level (e.g., slow run, fast skip, side shuffle, high knee march, balance on one leg).
  • Students follow and mimic, practicing control and awareness.
• Purpose: Activate muscles, focus attention, model movement skills.

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2. Skill Practice Stations (20 minutes)

Set up 4 stations with small groups (2 students each, rotating every 5 minutes):

• Station 1: Locomotor Skills

  • Run, hop, jump around cones marked in different patterns changing direction and speed.

• Station 2: Non-Locomotor Skills

  • Practice balancing on one leg, twisting movements, and stretching with control.

• Station 3: Object Manipulation

  • Throwing and catching bean bags or soft balls, aiming into hoops placed at different levels.

• Station 4: Movement Sequences

  • Put together a short sequence combing running, jumping, and balancing; students take turns performing.

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3. Game Creation and Play (20 minutes)

• In groups of 4 (two groups combined), students invent a simple game involving the skills practiced.
• Provide equipment and encourage concepts like changing speed and direction, safe use of space, and rules.
• Teacher facilitates and supports idea development, emphasising fun and fairness.

Example Prompt:
"Can you make a game where you have to run fast to different spots, then balance before passing a ball? What rules will you have?"

• Each group shares their game briefly; then entire class plays each game for 5 minutes each.

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4. Cool Down and Reflection (10 minutes)

• Gentle stretching in a circle.
• Group discussion reflection guided by teacher:
  • What was your favourite movement or game and why?
  • How did changing speed or direction feel?
  • Why is it important to move safely and use space carefully?

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Assessment

• Observation: Teacher notes student ability to perform fundamental movement skills with control, changes in speed, direction, and level.
• Participation: Engage in teamwork and demonstrate understanding of game rules and movement concepts.
• Reflection: Oral contributions during cool down discussion.
• Worksheet: Collect and review (see below).

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Worksheet for AC9HP10K01

Title: Moving Our Bodies

1. Draw and label three different ways you can move your body (e.g., running, jumping, balancing).
2. Circle the picture that shows moving fast.
3. Match the following words to the pictures: hop, twist, balance, run.
4. True or False
   • Changing direction helps us move safely in games. (True / False)
   • We should always stay in one spot when playing. (True / False)
5. Write a rule for a new game you want to play that uses running and balancing.
6. Draw a picture of you playing your new game.

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Teacher Tips to Impress

• Use descriptive, positive language to encourage creativity in the game creation phase.
• Incorporate Aboriginal and Torres Strait Islander inclusive references by inviting students to think about traditional Aboriginal games involving movement and teamwork (optional).
• Encourage students to verbalise their thinking during movement—"I am changing speed because..."—to deepen kinesthetic awareness.
• Use simple visual cues (icons or coloured cones) to support multimodal learners understanding of directions and sequences.
• Differentiate activities by allowing older or more skilled students to create longer movement sequences or more complex game rules.

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This lesson plan adheres closely to the Victorian Curriculum content description AC9HP10K01, encouraging fundamental movement skills development with creativity and reflection in a fun, safe environment for Year 2 students【8:AC9HP2M02】【0:AC9HP10K01】.