Sequence and Create Movements

This lesson is designed for Prep students at a Spanish bilingual primary school in Victoria, Australia. It is lesson 5 of 9 in the unit "Rhythms of Movement" and runs for 50 minutes with a class of 20 students. The lesson aligns explicitly with the Victorian Curriculum Health and Physical Education 2.0 and incorporates bilingual (Spanish-English) vocabulary using a CLIL approach, designed to be practical, engaging, inclusive, and developmentally appropriate.

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WALT (We Are Learning To)

• Create simple movement sequences collaboratively in small groups.
• Practice basic rhythmic movement skills.
• Work cooperatively to plan, sequence, and perform movement.
• Use spatial awareness and safe movement strategies during activities.

Success Criteria (“I Can” Statements)

• I can work with my group to make a sequence of movements.
• I can remember and perform movements in order.
• I can move safely and fairly with my friends.
• I can use Spanish words related to movement like "mover" (move), "ritmo" (rhythm), and "secuencia" (sequence).

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Victorian Curriculum Alignment

Content Descriptions

• VCMMGPE010: Explore and perform fundamental movement skills in different physical activities and play settings.
• VCMMGPE011: Experiment with simple movement sequences to express ideas and emotions.
• VCMMGPE012: Interact with others when participating in physical activities, describing how the body moves.

Achievement Standard By the end of Prep, students sequence and perform simple movements individually and with others, demonstrating control, spatial awareness, and cooperation.

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Equipment

• Cones or markers (20)
• Large music player or speaker with rhythmic music
• Soft lightweight balls (for warm-up)
• Colourful scarves or ribbons for sequence movements (20 sets)
• Visual cards with Spanish movement verbs/pictures (optional for prompts)

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Lesson Structure

1. Retrieval / Active Warm-up (7 minutes)

• Game: “Follow the Rhythm, Sigue el ritmo”
• Students spread out safely in the space.
• Teacher plays rhythmic music and leads simple warm-up movements (e.g., jump, clap, march).
• Students mirror actions and then add their moves using Spanish cues (e.g., “salta/jump”, “mueve/move”).
• Incorporates previously learnt fundamental movements and rhythm practice.
• Active and playful, reinforcing body awareness and listening.

2. Goals / Introduction (4 minutes)

• Explain today’s WALT and success criteria clearly with student-friendly language.
• Use visual aids with simple Spanish keywords: "secuencia" (sequence), "grupo" (group), "movimiento" (movement).
• Teacher models a very short movement sequence (3-4 moves) with gestures and Spanish narration.

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

I Do (4 minutes)

• Teacher demonstrates how to create and link 3 simple movements into a sequence.
• Movements involve clear locomotor skills (walk, jump, turn).
• Explain safety: moving gently, being aware of space.

We Do (4 minutes)

• In pairs, students practise creating their own 3-movement sequence.
• Teacher circulates, asks questions: “¿Qué movimientos escogieron?” (What movements did you choose?), “¿Recuerdan la secuencia?” (Do you remember the sequence?)
• Provide scaffolds: use scarves or cards with movement pictures if needed.

You Do (4 minutes)

• Small groups of 4–5 students create a 4-movement sequence together.
• Encourage collaboration: each student suggests one movement.
• Groups practice performing it in order safely.

4. Consolidation / Game-Based Practice (18 minutes)

• Activity: “Sequence Showdown”
• Groups perform their sequences to the class with rhythmic music.
• After each performance, peers gently echo the sequence to demonstrate understanding.
• Teacher gives immediate, positive feedback on rhythm, cooperation, and safe movement.
• Support: Teachers and aides help groups needing extra assistance.
• Extension: Advanced learners add a rhythmic clap or sound to accompany their movements or increase sequence complexity.
• Safety & behaviour reminders throughout: respectful watching, space awareness.

5. Show Me What You Know (5 minutes)

• Reflection circle with partner sharing: students say (or describe in Spanish/English) one movement from their group’s sequence.
• Whole class shares “I can” statements aloud.
• Quick group quiz: teacher calls out a Spanish movement word, students do the action.

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Differentiation Strategies

• Support: Provide visual aids, scaffold step-by-step sequences, use scarves or cards for visual prompts.
• Reduce Complexity: Let smaller groups create shorter sequences.
• Extension: Encourage some students to choreograph sequences with varied rhythms or solos within groups.
• Mixed abilities: Pair students so stronger movers support those needing extra help.

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Behaviour and Safety Expectations

• Respect everyone’s personal space — “Espacio personal” is important.
• Move carefully to keep yourself and others safe.
• Listen and follow teacher instructions.
• Encourage your friends and use kind words - “Amigos.”

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This lesson plan follows the Victorian Curriculum 2.0 precisely and is created to maximise student engagement, utilisation of space and movement, bilingual vocabulary introduction, and active learning in an inclusive environment. The carefully segmented structure supports Prep learners' developmental needs and reflects your active, student-centred teaching philosophy.