Exploring Basic Movements

Unit: Rhythms of Movement

Year Level: Prep

Duration: 50 minutes

Class size: 20 students

Learning Area: Health and Physical Education

Victorian Curriculum Alignment: Health and Physical Education 2.0

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Lesson Overview

In this first lesson of the 9-lesson unit "Rhythms of Movement," Prep students will explore fundamental movement skills focusing on walking, running, and jumping through engaging, game-based activities. The lesson is designed to activate and develop students’ basic motor skills in a fun, inclusive environment, fostering movement confidence and cooperation. The lesson includes Spanish key words aligned naturally with the CLIL approach to support bilingual learning.

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Victorian Curriculum Alignment

Content Descriptions (Victorian Curriculum HPE 2.0 - Prep)

• ACPMP031: Explore fundamental movement skills in a variety of movement situations.
• ACPMP032: Experiment with and explore different ways their body can move.
• ACPMP033: Participate in games and activities that involve following simple rules (including turn-taking and fair play).

Achievement Standards (Prep)

• Students demonstrate awareness of space and confidently explore basic movements such as walking, running, and jumping in structured activities.
• Students follow simple rules and demonstrate cooperative skills during group games.

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Learning Objectives

WALT (We Are Learning To)

• We are learning to explore and practise fundamental movement skills—walking (caminar), running (correr), and jumping (saltar)—with control and coordination.

Success Criteria (I Can Statements)

• I can walk, run, and jump safely in different directions.
• I can follow simple game rules and take turns.
• I can use basic Spanish movement words like caminar, correr, and saltar during activities.

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Equipment List

• Soft cones (20) — for marking boundaries and pathways
• Beanbags or soft balls (20) — for warm-up toss game
• Hula hoops (5) — for jumping targets
• Music player or device for rhythm/warm-up music
• Whistle or timer

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Lesson Structure and Timings

1. Retrieval (5–8 minutes)

Activity: “Catch and Name” (Juego de atrapar y nombrar)

• Students stand in a large circle inside the play space.
• Teacher tosses a beanbag to a student and says a movement: “caminar” (walk), “correr” (run), or “saltar” (jump).
• The student catches the beanbag and performs that movement around the circle before passing it back.
• This recalls some prior knowledge of movements and introduces Spanish vocabulary naturally.
• Emphasise safe movement and personal space to set behaviour expectations.

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2. Goals (3–5 minutes)

• Gather students in a sitting circle.
• Teacher introduces the WALT and explains the “I can” success criteria clearly and simply.
• Demonstrate each movement with clear, simple cues:
• Caminar: “Walk tall and steady.”
• Correr: “Run fast but safely.”
• Saltar: “Jump high and land softly.”
• Engage students with questions: “¿Quién quiere mostrar cómo caminar?” (Who wants to show how to walk?)

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3. Learning (I Do – We Do – You Do) (Total 12–15 minutes)

I Do (4 minutes)

• Teacher models each movement skill individually with clear, concise language and physical demonstration.
• Use visual and verbal cues:
• Walk: “Heel to toe, eyes ahead.”
• Run: “Pump your arms, land on the balls of your feet.”
• Jump: “Bend knees, swing arms, and jump up.”
• Introduce safe movement rules and space awareness during each demonstration.

We Do (4–5 minutes)

• Guided group practice: Teacher and students move side by side practising each skill together for a short distance inside a marked space.
• Use questioning to check understanding:
• “How do we land when we jump?”
• “What part of our foot do we run on?”
• Ensure inclusion by observing individual needs and offering modifications: e.g., for students needing support, slow the pace or allow more space; for advanced movers, add rhythmic movement claps or quick turns.

You Do (4–6 minutes)

• Students practise skills individually or in pairs following short instructor prompts and using the Spanish words.
• Teacher circulates offering feedback, giving positive reinforcement and gentle corrections.
• Scaffold with targeted questions:
• “Can you saltar (jump) to that hoop?”
• “Let’s caminar (walk) around the cones carefully.”

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4. Consolidation (Game-Based Practice) (15–20 minutes)

Game: “Movimiento Ritmico” (Rhythm Movement Game)

• Set up an obstacle course with cones and hula hoops.
• Students move through the course practising caminar, correr, and saltar on teacher command, in rhythm with music.
• Commands are given in Spanish and English to embed bilingual learning.
• Rules emphasise fair play, taking turns, and staying within the safe boundaries.

Modifications

• Support: Allow students to walk the course without running or jumping if they find it tricky.
• Extension: Encourage quick footwork or introduce directional changes for advanced learners.

Teacher Role

• Roam to provide individual feedback and ensure safety.
• Model any movements or game rules if needed.
• Offer encouragement and praise for effort and cooperation.

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5. Show Me What You Know (5 minutes)

Reflection and Demonstration

• Students pair up and show each other how to caminar, correr, and saltar.
• Teacher halts the activity and calls on volunteers to demonstrate each skill in a small group.
• Quick peer discussion: “¿Cómo haces para saltar bien?” (How do you jump well?)
• Connect explicitly back to the “I can” statements and praise achievement.

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Behaviour and Safety Expectations

• Respect others’ space (espacio personal).
• Use equipment safely and as directed.
• Listen for instructions and use kind words (palabras amables).
• Take turns and encourage your classmates.

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Differentiation Strategies

• Visual cues and physical demonstrations for students needing extra support.
• Use slower pacing and smaller spaces for students needing focus on control.
• For advanced learners, introduce rhythm clapping patterns or change directions while walking or running.
• Use simplified language cues for English or Spanish language learners and reinforcement by gestures.

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This lesson plan is designed for ease of implementation with minimal equipment and maximum active participation, supporting a bilingual Spanish-English learning environment aligned with Victorian Curriculum fundamentals for Prep PE. It builds foundational movement skills critical for physical literacy while embedding language in an inclusive, fun atmosphere.

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If you wish, I can also help you with follow-up lesson outlines in this unit.