Creative Movement Challenge

Year Level

Year 7

Duration

60 minutes

Class Size

22 students

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Curriculum Alignment

This lesson aligns with the Australian Curriculum (v9) for Health and Physical Education, specifically:

• Content Description:
  Students demonstrate and explain how movement concepts related to effort, space, time, objects, and people can be manipulated to improve movement outcomes.
  (AC9HP8M03)

• Elaboration:
  Create, perform, and appraise rhythmic movement sequences with variations in flow, spatial use, and relationships to other performers; design and refine performances that manipulate space and group formations for desired movement outcomes.
  (AC9HP8M03_E3, AC9HP8M03_E4)

• Content Description:
  Design and demonstrate how movement strategies can be manipulated to improve movement outcomes.
  (AC9HP8M02)

• Elaboration:
  Develop and implement movement strategies; adapt fundamental movement skills (FMS) such as hopping, skipping, dodging, galloping, and rolling in new expressive ways using space, time, and dynamics.
  (AC9HP8M02_E1, AC9HP8M02_E3)

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Learning Objectives

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

1. Interpret stimuli (auditory, visual, tactile, ideational, kinaesthetic) to inspire and generate creative movement sequences.
2. Apply fundamental movement skills (FMS) including hopping, skipping, jumping, dodging, grapevine, and rolling, with deliberate manipulation of space, time, and dynamics.
3. Create and perform movement sequences using their own names, places, or assigned words, incorporating clear beginning and ending positions, and at least two group formation changes.
4. Communicate non-verbally using movement to express concepts and emotions, understanding challenges and considerations in non-verbal communication.
5. Use Elements of Dance (EOD) (effort, space, time) to manipulate movement creatively.
6. Give and receive peer feedback on movement performances aligned with success criteria preparing them for summative assessment.

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Success Criteria

Students demonstrate success when they:

• Use a stimulus to create a movement phrase that clearly interprets the given concept.
• Combine at least 5 fundamental movement skills fluently.
• Incorporate beginning/end positions and change group formations at least twice in their sequence.
• Express individual style with clear intention without verbal communication.
• Provide constructive and specific peer feedback using agreed criteria.
• Display safe and respectful behaviour practicing movements.

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Differentiation Strategies

• For students needing support:

  • Provide movement prompts or modifiable FMS options.
  • Pair with peers skilled in movement to scaffold learning.
  • Use visual aids or demonstrations.
  • Allow extra processing time during non-verbal communication activities.

• For advanced students:

  • Challenge to create longer or more complex sequences.
  • Incorporate additional choreographic devices such as contrast, repetition.
  • Encourage leadership in peer feedback sessions.

• For diverse learners:

  • Use multiple stimulus types (sound, object, emotion) catering to sensory preferences.
  • Provide alternative modes for feedback (verbal, written, video self-review).

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Equipment & Resources

• Movement sequences worksheet with alphabet listing FMS matched to letters
• Box containing stimulus cards (colours, emotions, songs, objects)
• Large open space for group movement
• Whiteboard or screen for teacher demonstration
• Peer feedback forms (simple checklist)

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Lesson Breakdown

1. Introduction & Warm-up — 10 minutes

• Stimulus introduction:
  Explain that movement can be inspired by stories or intentions, using stimuli such as sounds, colours, emotions, or objects. Give examples (e.g., the feeling of red, the sound of rain).

• Review fundamental movement skills:
  Quick physical warm-up revisiting hop, skip, jump, dodge, grapevine, shuffle, crawl, slide, turning, rolling, gallop, twist, push, pull.

• Explain movement elements (space, time, dynamics) and how they add meaning.

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2. Demonstration — 7 minutes

• Teacher demonstrates creating a movement sequence spelling the word HOLIDAY using the worksheet's assigned movements for each letter.

• Include beginning and end poses; change group formations twice.

• Highlight how space, time, and dynamics can be varied to enhance meaning.

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3. Movement Sequence Creation — 15 minutes

• Group task: Students form small groups (3-4 per group).

• Each group chooses words: their own name, a place, or the teacher's name.

• Using the worksheet, groups choreograph sequences corresponding to the letters.

• Groups must include:

  • A clear beginning and end position,
  • At least two group formation changes,
  • Expressive variations in space, time, and dynamics.

• Teacher circulates, scaffolding and guiding.

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4. Non-verbal Communication Challenge — 10 minutes

• Paired activity: Each pair draws a stimulus card from the box.

• Partners create a movement phrase or position depicting the stimulus (e.g., an emotion, a household object) without speaking.

• Pairs perform to the class or nearby groups who guess the meaning, similar to charades.

• Alternative: In small groups, students take turns performing movements with the group guessing.

• Discuss the importance of interpretation, individual style, and challenges of no verbal communication.

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5. Manipulating Movement with Elements of Dance (EOD) — 10 minutes

• Introduce a scaffolded worksheet listing fundamental movement skills with options to manipulate effort, space, and time.

• Groups refine their sequences by integrating changes in:

  • Movement speed (time),
  • Movement flow and force (effort),
  • Use of personal and shared space (space).

• Students can add personal movement ideas beyond the worksheet.

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6. Peer Performance and Feedback — 8 minutes

• Groups perform their movement sequences to each other.

• Using peer feedback forms, students provide positive, specific feedback on:

  • Use of FMS and movement variety,
  • Effective use of beginning/end positions,
  • Creativity in spatial and temporal manipulation,
  • Clarity of non-verbal communication.

• Teacher models constructive feedback language.

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7. Cool Down & Reflection — 5 minutes

• Gentle stretching while discussing:

  • What was challenging about communicating without words?
  • How did using space, time, and dynamics change the sequence?
  • What did you learn about your own and others' movement styles?

• Remind students how today's skills prepare them for the unit assessment focusing on movement sequences and communication.

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Notes for Teachers

• Encourage expressive freedom while ensuring safety.
• Adapt tasks for students with mobility or communication challenges.
• Use videos or visual recordings for students to self-assess.
• Highlight connections to dance, drama, and communication outcomes.

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This detailed and specific lesson plan integrates fundamental Australian Curriculum (v9) requirements for Year 7 Health and Physical Education — Movement and Physical Activity strand. It effectively blends creativity, fundamental movement skills, non-verbal communication, and peer assessment, supporting students’ physical literacy and expressive capabilities.【3:AC9HP8M03.md】【3:AC9HP8M02.md】