Showcasing Skills

Year Level

Prep

Duration

50 minutes

Class Size

20 students

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Unit Context

This is Lesson 9 of 9 in the unit "Rhythms of Movement".

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Victorian Curriculum Alignment

Content Descriptions:

• VCAMPES041: Use objects to create and perform movement sequences and respond to rhythmic cues.
• VCAMUP009: Explore and perform rhythmic sequences using body percussion and movement.
• VCAMCD022: Participate in group activities that involve turn-taking, sharing, and cooperation.
• VCPSPEP015: Demonstrate fundamental movement skills and combine them to perform basic movement sequences.

Achievement Standard:

By the end of Prep, students create and perform basic movement sequences, demonstrate fundamental movement skills, and contribute positively in group movement activities using safe practices.

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Learning Intentions

WALT: We are learning to confidently showcase our rhythmic movement skills in a group performance to celebrate our progress and work as a team.

I Can Statements:

• I can perform rhythmic movement sequences using my body and objects.
• I can work cooperatively with my classmates during a group performance.
• I can listen and respond to rhythm and cues to perform my movements at the right time.
• I can follow safety rules and show respect to others during our performance.

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Equipment

• Scarves or ribbons for movement (soft, colourful, safe for young children)
• Small percussion instruments (egg shakers, tambourines)
• Music player with tracks used throughout the unit
• Cones or markers for designated performance spaces
• Name tags or simple sequence cards to assist memory
• Optional: simple costumes or hats for fun (culturally sensitive and inclusive)

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Lesson Structure

1. Retrieval (7 minutes) - Warm-Up Game: "Rhythm Relay"

• Setup: Students stand in a circle holding scarves or shakers.
• Activity: Teacher leads a simple rhythmic pattern (clap-clap-stamp) demonstrated and practised together. Each student then repeats the rhythm and passes a scarf or shaker to the next student in the circle.
• Purpose: Reactivate prior knowledge of rhythm and coordination; warm muscles safely and activate teamwork.
• Teacher cues: "Listos?" (Ready?) "Ahora mueve" (Move now!)
• Differentiation:
• Support: Provide visual cues or physical modelling close to less confident students.
• Extension: Encourage advanced students to add an extra movement such as a jump or spin after the rhythm.

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2. Goals (4 minutes)

• Explicitly state learning intentions using clear, student-friendly language.
• Display on board or chart: "WALT: We are learning to showcase our rhythmic movement skills together." "I can perform movements in time with my friends." "I can listen carefully and take turns."
• Connect this lesson to the journey: “Today we share all the skills we practised—like real performers!”
• Brief discussion: Why do we celebrate our learning? How do we help our friends feel great?

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3. Learning (I Do - We Do - You Do) (13 minutes)

I Do (3 minutes)

• Teacher models a short rhythmic movement sequence combining body percussion with movements (e.g., clap twice, tap legs twice, turn in a full circle).
• Use simple Spanish keywords: “¡Aplaude! (clap) ¡Piernas! (legs) ¡Gira! (turn).”
• Emphasise safe movements (control, space awareness).

We Do (5 minutes)

• Whole class practices the sequence together, standing in a performance formation.
• Teacher asks questions to check understanding: “What comes after the clapping?” “Can you show me a big turn or a small turn?”
• Encourage students to add personal style, supporting inclusion of different abilities.

You Do (5 minutes)

• In small groups of 4, students create and practise their own short rhythmic sequences using scarves, body percussion, or percussion instruments.
• Teacher circulates offering feedback, modelling, and helping groups stay on task.
• Extension challenge: Create a simple call-and-response sequence with another group.

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4. Consolidation (18 minutes) - Performance and Celebration Game

• Groups perform their rhythmic movement sequences to the class one at a time in a designated “performance circle.”
• The rest of the class watches and responsibly claps, promoting positive audience behaviour.
• Teacher reinforces community spirit with phrases: “Muy bien equipo!” (Very good team!) “Buen trabajo juntos!” (Good work together!)
• Teacher uses simple feedback: praise skill use, teamwork, and safe behaviour.

Differentiation:

• Support: Provide smaller performance groups or allow a “buddy” to assist a student needing extra help.
• Extender: Encourage students to add storytelling gestures or make a short freeze pose at the sequence’s end.

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5. Show Me What You Know (5 minutes) - Reflection and Peer Sharing

• Partner discussion: Students share what they enjoyed most and something new they learned, using either English or simple Spanish sentences like “Me gusta…” (I like…) or “Aprendí a…” (I learned to…).
• Quick whole-class sharing with thumbs up/down on how they felt about their performance.
• Teacher wraps up by connecting back to success criteria: “You showed you can perform, work with friends, and listen carefully. ¡Excelente!”

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Behaviour & Safety Expectations

• Respect personal space.
• Listen while others perform — use polite clapping.
• Move safely and deliberately, avoiding bumping others.
• Use equipment gently and as shown.

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Summary

This lesson culminates the "Rhythms of Movement" unit by celebrating student achievement through a group performance. It emphasises inclusion, community, and physical confidence, closely aligning with Prep-level Victorian Curriculum HPE outcomes. Integrating simple Spanish vocabulary supports bilingual learners and models inclusive CLIL practice.

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If you want, I can provide printable student-friendly success criteria posters or simple cue cards for this lesson. Would that be helpful?