Overview

This 20-minute Physical Education session for Years 0-2 has a focus on building a sense of belonging through cooperative games and active team-building exercises. It aligns with the New Zealand Curriculum Refresh for Level 1, specifically achievement objectives:

• A2: Participate in creative and regular physical activities and identify enjoyable experiences.
• C2: Demonstrate respect through sharing and cooperation within groups.

This introduction to PE at kura will nurture tamariki’s movement skills such as balance and coordination, support schematic play, and foster inclusion for diverse learning needs. The lesson uses minimal equipment and is designed for 30 students with adaptations to ensure accessibility for all.

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Curriculum Links

• Health and Physical Education Learning Area (Level 1)
• Achievement Objectives:
  • A2: Creative and regular physical activities participation with identification of enjoyment.
  • C2: Sharing, cooperation, and respect in group settings.
• Key Competencies:
  • Relating to others (working cooperatively)
  • Managing self (participating with confidence and respect)

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Learning Intentions

• Tamariki will participate actively in cooperative games and team activities.
• Tamariki will demonstrate respect and cooperation by sharing space and equipment.
• Tamariki will develop foundational movement skills focusing on balance and body control.
• Tamariki will reflect on what they enjoyed and how they worked together respectfully.

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Success Criteria

• Participate enthusiastically and safely in all activities.
• Share and cooperate with peers during games.
• Use balancing and movement strategies learned.
• Express enjoyment and understanding of teamwork during reflection.

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Lesson Plan Details

Time	Activity Name	Description	Equipment	Adaptations & Inclusion	Reflection Prompts for Formative Self-Assessment
0-2m	Welcome & Whakataukī (Māori Saying)	Gather students; introduce the big idea of belonging and teamwork with a simple whakataukī (e.g., "He waka eke noa" – We are all in this together)	None	Use visuals and simple language; visual aid of waka (canoe)	How do I feel about being part of the group today?
2-17m	Activity Set (Choose 2 of the following; 7.5 min each):
	1. Balance Relay	Kids balance a beanbag or soft object on their head while walking a short distance. Teams cheer each other.	Beanbags or soft objects	For wheelchair users, balance a hand on a table top or arm support	What helped me keep my balance? Was cheering fun?
	2. Parachute Team Fun	Using a parachute (or large cloth), tamariki lift and gently shake it together. Tamariki run under on call.	Parachute or large cloth	Use smaller groups if space is limited; carers assist as needed	How did we work as a team to keep the parachute moving?
	3. Follow the Leader (Movement Patterns)	One child leads simple movements (hopping, walking on tiptoes), others copy. Rotate leader.	None	Support children who find following difficult with one-on-one guidance	What movement did you like copying the best?
	4. Cooperative Obstacle Course	Set up simple stations requiring balance stepping stones, crawling, gentle jumping. Work in pairs to help each other.	Foamblocks, cones	Modify stations for mobility aids; encourage verbal encouragement between pairs	How did you help your partner today? How did they help you?
	5. Stretch and Share Circle	Everyone sits in a circle, taking turns to stretch while others watch and cheer. Share favourite stretch.	None	Allow children to suggest stretches they feel comfortable doing	What was your favourite stretch? Did you enjoy watching friends?
17-20m	Cool Down & Reflect	Sit as a group, breathing deeply. Ask tamariki what they enjoyed, and how they worked together. Use sentence stems: "I liked when…", "I shared by…", "I was respectful by…"	None	Provide sentence starters in pictures for ELL or young speakers	Reflect aloud or draw a picture of your favourite part today.

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Activity Adaptations and Inclusion Strategies

• Visual Supports: Use images, gestures, and clear signals to support understanding.
• Flexible Group Sizes: Use smaller or mixed-ability groups to support social inclusion.
• Physical Assistance: Teachers and aids provide hands-on or verbal assistance as required.
• Alternative Movements: Provide options for children with mobility challenges to participate meaningfully.
• Positive Reinforcement: Celebrate all attempts and cooperation regardless of skill level.
• Sensory Considerations: Offer breaks or quiet spaces for children who need sensory regulation.

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Assessment and Reflection

Formative Assessment:
Throughout activities, observe children’s participation, cooperation, and use of balance skills. Use informal questioning to gauge enjoyment and respect shown by tamariki.

Self-Assessment Prompts for Tamariki:

• Did I enjoy moving with my friends?
• How did I help others?
• What movement was fun to try?
• How did I show respect today?

Use these reflections to guide feedback and celebrate successes at the end of the session.

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Final Teacher Notes

• Emphasise noa (normal, easygoing) atmosphere to welcome all tamariki.
• Do not rush transitions; move smoothly from one activity to another.
• Keep language simple, warm, and encouraging.
• Encourage whanaungatanga (relationships) to build belonging and confidence in PE.
• Use kete resources to extend these activities across the year as part of a whole-kura approach to Health and Physical Education.

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This plan follows principles and objectives from the New Zealand Curriculum Refresh for Level 1 Health and Physical Education, supporting tamariki to be confident, connected, and actively involved in physical activity through enjoyable, cooperative learning experiences , .

If you would like, I can also provide a detailed resource pack or video-guide ideas to support delivery.

Would you like me to include those?