Unit #1: Introduction

Curriculum Area and Level

Learning Area: Health and Physical Education
Strand: Personal Health and Development
Curriculum Level: Level 3, The New Zealand Curriculum

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Lesson Title:

Introduction to Playground Rights

Learning Intention:

Students will understand that they have rights during playtime and begin to explore how respecting these rights creates a safer, happier playground for everyone.

Success Criteria:

• I can identify what 'rights' mean in the playground.
• I can describe at least two rights I believe everyone should have during playtime.
• I can give examples of how respecting these rights makes the playground a better place.

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Materials Needed:

• Large sheet of butchers’ paper or whiteboard
• Marker pens
• Sticky notes (different colours would be ideal)
• Prepared ‘Playground Rights’ cards (simple statements like "The right to feel safe", "The right to join in games", etc.)
• Student journals or exercise books
• 'Playground Scenarios' printed for the small group activity

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Lesson Duration: 60 minutes

Time	Activity	Purpose
0-10 mins	Warm-Up: What is a Right?	To activate prior knowledge and create a shared understanding.
10-25 mins	Class Brainstorm: Playground Rights	To collaboratively explore examples of playground rights.
25-40 mins	Group Activity: Rights Scenarios	To apply understanding to real-world situations.
40-55 mins	Creative Reflection: My Playground Promise	To personalise learning and commit to positive behaviours.
55-60 mins	Closing Discussion and Reflection	To consolidate learning and set up for the next lesson.

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Lesson Outline:

0–10 mins: Warm-Up Activity — “What is a Right?”

• Teacher Talk: Stand students together in a circle. Ask questions:
  • "What do you think a 'right' is?"
  • "Why might we have rights in a playground?"
• Pair-Share: Students quickly turn and talk with a shoulder partner, then share highlights with the circle.
• Record: Teacher captures key vocab (e.g., 'safety', 'fairness', 'being included') on butchers’ paper.

🌟 Tip: Make the conversation concrete — relate to real playground experiences!

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10–25 mins: Class Brainstorm — "Our Playground Rights"

• Interactive Brainstorm: Hand students sticky notes and ask them to write down one "right" they think everyone should have on the playground (one idea per note).
• Cluster and Group: Students post their sticky notes on the whiteboard. As a class, group them into themes (e.g., "Safety", "Inclusion", "Kindness").
• Teacher Prompt: If stuck, use prepared ‘Playground Rights’ cards to inspire ideas.
• Emerging List: Develop a working class list titled "Our Playground Rights".

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25–40 mins: Group Activity — "Rights in Action!"

• Group Work: Students split into small groups of 5.
• Task: Each group receives a 'Playground Scenario' (e.g., "Two students won’t let another join their game" or "Someone is pushing while lining up for the slide").
• Discuss & Record:
  • What right is involved?
  • How does respecting rights help here?
  • What could be done better?
• Share Back: Each group shares their scenario and reflections with the class.

🌟 Tip: Allow groups to create a quick role-play reenacting a “better choice” if time permits!

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40–55 mins: Creative Reflection — "My Playground Promise"

• Individual Work: Students create a personal 'Playground Promise' page in their journals.
  • One illustration of a right in action
  • One sentence about how they will help protect that right on the playground
• Prompt Questions:
  • "What right is most important to me?"
  • "How can I be a rights protector on the playground?"

🎨 Optional: Set up basic art supplies for students keen to decorate or colour their pages.

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55–60 mins: Closing Discussion and Reflection

• Whole Class Wrap-Up:
  • "What is one right you are going to look out for at playtime?"
  • Capture a few spontaneous responses.
• Tease Next Lesson:
  • "Next time, we’ll look at responsibilities — because with rights comes the need to act respectfully, too!"

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Teaching Notes:

• Mātauranga Māori Links:
  Encourage a culturally inclusive discussion by linking the concept of "whanaungatanga" (relationship, connection) where looking after everyone is part of why rights are important.

• Differentiation:
  Provide scaffolded sentence starters for students who need support. Allow more verbal sharing instead of written if needed for ESOL or neurodiverse students.

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Assessment Opportunities:

• Observing contributions during discussions
• Reviewing group responses to scenarios
• Collecting Playground Promises as artefacts of learning

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Reflective Teacher Question (Post-lesson):

• Which playground rights did students most strongly connect with?
• Were students able to link rights with real playground experiences?

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🧠 Final Thought:

By framing rights personally and playfully from the start, Year 5 students will build ownership of their playground culture — planting seeds for great citizenship later on! 🌱

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Would you also like me to create a beautiful printable version for teachers to use straight away in class? 🎨📚