Showcase Balance

Overview

This is lesson 9 of 9 in “Balance and Weight Essentials”. Students will perform a short balance showcase using skills learned in the unit, and reflect on progress, linking balance to body awareness and safe movement.

Learning intentions

Students will:

• demonstrate balance and control using a stable body position and slow, steady movements
• use safe rules when moving around others and equipment
• recognise and describe (using words or gestures) what they improved since the start of the unit
• follow simple feedback from a partner to try again and improve

Success criteria

Students can:

• hold a chosen balance for 3–5 seconds without wobbling or stepping (or with a small correction)
• perform a balance with control (slow start, steady hold, safe landing/step-off)
• show safe behaviour (space, stillness when cued, equipment handled correctly)
• say or point to one thing they improved and one goal for next time

Curriculum links

• Health and Physical Education — Personal, Social and Community Health: Identities and change (students locate parts of the body and recognise some changes to the body), building body awareness through balance practice
• Health and Physical Education — learning through movement routines that support understanding of the body and how it moves (using simple, consistent body cues)
• Achievement standard connection: by end of Foundation/early primary stages, students identify attributes in themselves and recognise changes; here, students identify what has improved in their balance and body control

Lesson structure (50 minutes)

1. 0–6 min · Retrieval warm-up (Balance Relay: Ready–Hold–Go). Teacher sets 4–5 stations; students jog/walk to a station, “Ready” cue, then hold a taught balance for 3 seconds and “Go” to the next station. Students move continuously, practise balance poses, and recall the unit cues (Spanish support below).

2. 6–11 min · Goals and safety. Teacher shows the “Showcase Checklist” and models two examples: one safe and one unsafe (without pointing out individuals). Students repeat the WALT and state one safety rule: space, control, and still when teacher calls “Stop”.

3. 11–20 min · I Do (model) + We Do (guided practice).

• Teacher modelling (I Do): explains the “3-part balance” for the performance: (1) stance ready, (2) hold, (3) step off safely. Teacher demonstrates with clear cues: “Breathe, TIGHT core, look at one spot”.
• Guided practice (We Do): students practise the same pose with teacher counting (1…2…3…hold). Teacher prompts body awareness: “¿Dónde está tu equilibrio? Head up, feet planted.” Students attempt the pose, then answer quick questions: “How did your feet feel? Did you wobble? What did you do?”

4. 20–35 min · You Do (Showcase rehearsals in groups). Teacher sets groups of 3–5 and gives each group one “Balance Card” sequence (two poses + one transition). Examples:

• Pose A: one-foot balance next to a line
• Pose B: wide stance “statue” (hands on hips or arms out)
• Transition: slow step to reset, then hold again Teacher roams for feedback using short cues: “Fix: bend knees / widen stance / soften arms / eyes forward.” Students practise in rotations: Performer (tries), Coach (gives one cue from the card), Helper (counts 3–5 seconds), then switch.

5. 35–45 min · Consolidation (mini-performance game: “Turn and Try”). Teacher calls “Turn!” Students perform for their group audience (30–40 seconds each), then “Try” with one improvement based on partner feedback. Students keep active by cycling roles quickly and reattempting immediately after feedback.

6. 45–50 min · Show Me What You Know + reflection. Teacher runs a quick showcase: each group selects one member to demonstrate Pose A only for the class (10–15 seconds) while others hold a “safe still” pose. Students complete a 1-sentence reflection (oral or pointing): “I can hold ___ for ___ seconds. I improved by ___.” Teacher collects notes/checks success criteria.

Resources

• Balance cards (printable or teacher-made) with simple poses and “coach cue” prompts
• Coloured floor tape or chalk lines (1–2 per group area)
• Cones to mark safe zones and station areas
• Spot markers/hoops for each student’s working space
• Stopwatches or a teacher phone timer (for 3–5 seconds)
• Optional: balance scarves or beanbags for added control (only if available and safe)
• Laminated behaviour/safety reminder signs (“Space, Still, Safe”)

Assessment

• Teacher observation checklist during rehearsals: hold duration, control, safe transitions
• Quick questioning: “What cue helped you most?” and “What did you change when you wobbled?”
• Exit reflection: one improvement + one goal for next time (verbal, picture, or gesture-supported)

Differentiation

• Support:
• reduce hold to 2–3 seconds or allow fingertips lightly on a cone/line partner spot
• provide visual cue cards (feet planted, eyes forward, bend knees)
• assign roles so students can participate without pressure (coach/count/helper)
• Extension:
• increase challenge to 4–6 seconds, narrower stance, or eyes to a target and then hold
• add a controlled transition (small step + immediate stillness) without stepping outside the zone
• SEN/EAL considerations:
• offer consistent Spanish cue pairs: “pies” (feet), “mirar” (look), “equilibrio” (balance), “respira” (breathe), “quieto” (still)
• accept pointing, gestures, or choosing from pictures for reflection and feedback

Lesson notes (Spanish CLIL cues to use)

• “Respira.” (Breathe)
• “Mira un punto.” (Look at one spot)
• “Pies plantados.” (Feet planted)
• “Equilibrio y calma.” (Balance and calm)
• “Quieto cuando digo Stop.” (Still when I say Stop)