Building Safe Horse Skills

Overview

Today students explore safe handling and basic movement skills connected to horse riding. They practise body control, balance, cooperation and communication while keeping risk management at the centre of every activity.

Learning intentions

• WALT move with control and balance in simple, safe horse-riding related activities.
• WALT use cues (verbal and visual) to respond appropriately and safely during practice.
• WALT work with a partner to cooperate, share space, and communicate clearly.
• WALT reflect on how rules and safety actions help us participate confidently.

Success criteria

• I can demonstrate balanced body positions (still, starting, stopping) while moving safely in my practice area.
• I can follow safety rules and respond promptly to signals from the teacher.
• I can use simple communication with a partner (e.g., “Stop”, “Wait”, “My turn”) and take turns.
• I can explain one way safety and respectful behaviour keep people safe around horses.

Curriculum links

• Te Whāriki: Wellbeing through safe participation, self-management, and respectful interactions.
• Te Whāriki: Belonging by contributing to group rules, partnering, and shared decision-making.
• Te Whāriki: Contribution through helping with equipment and supporting others to practise safely.
• Te Whāriki: Exploration by trying movement ideas, noticing what helps balance and control.

Lesson structure (45 minutes)

1. 5 minutes – Hook & safety setup Gather students and watch/discuss the introduction slides. Pause on the “What could go wrong?” moments and ask students to name what safe behaviour looks like around animals (distance, no sudden movements, listening for signals). Set clear class rules: “Listen first, move when told, keep space, respectful words and hands, stop when asked.”

2. 6 minutes – Warm-up: balance and control Lead a simple routine: standing tall “ready”, slow marching in place, then gentle “stop” freezes on a signal. Add “change levels” (high/low) while keeping feet grounded. Emphasise posture: eyes forward, core engaged, controlled breathing.

3. 7 minutes – Signal-response game (riding cues) In a line with safe space, students practise teacher cues: “Walk”, “Stop”, “Turn”, “Wait”. They move only when given the cue and freeze on “Stop”. Use friendly but firm prompts. Reinforce that cues are a safety tool, not just a game.

4. 10 minutes – Partner station: “mount & dismount” practise (no horse contact) Use “imaginary mount” positions and controlled movement patterns with a partner observing for safety behaviours (space, stillness, clear communication). Students practise: step forward to a marker, hands on “imaginary support”, controlled body position, then step away. Switch roles halfway. If a real horse is available, ensure this station remains strictly teacher-led and only includes actions permitted by the site’s safety plan—otherwise keep it as movement simulation.

5. 8 minutes – Equipment handling & respectful contribution Teach one safe equipment task that fits your context (e.g., carrying a grooming brush safely, holding a lead rope correctly with distance, or placing and retrieving marker cones). Students practise in small groups while you model: “walk carefully”, “hands to equipment only”, “check for others”, and “ask if unsure”. Return to the introduction slides to highlight the “Respect around animals” image prompts.

6. 7 minutes – Mini relays: balance line & turning Set up a simple line of cones (a “safe path”). Students complete a relay: controlled walk along the line, a small controlled turn on a marker, then a freeze “ready to stop”. Focus on consistent foot placement and stopping immediately on the signal.

7. 2 minutes – Plenary reflection End with a quick “Think-Pair-Share” using the introduction slides:

• What did you do to keep yourself and others safe today?
• Which cue helped you most (Stop/Wait/Turn)?

Resources

• the introduction slides (whole lesson deck with safety hook, cue prompts, station instructions, and reflection)
• the horse safety and balance worksheet (short worksheet for reflection and one “I can” drawing/task)
• Cones or markers to create safe paths and station boundaries
• Space markers (floor tape or hoops) to control distance
• A partner “observer checklist” made from cards or teacher notes (optional paper clip set; teacher-created)
• Basic equipment for simulation/handling (e.g., brush, lead rope substitute, or marker materials)
• Timer or music track for station switching
• Lanyards/visors or simple visual cue cards for “Listen/Stop/Wait” (teacher-made)

Assessment

• Teacher observation during cue-response: prompt freezing on “Stop”, safe movement, and listening behaviour.
• Partner feedback: students can state one helpful communication/safety strategy their partner used.
• Worksheet evidence: student reflection about safety actions and a quick self-rating using “I can” statements.

Differentiation

• Support: provide visual cue cards at each station; demonstrate “stillness” and “controlled turns” slowly before practice.
• Support: pair a confident student with a supportive peer; allow extra time at stations and shorter relay length.
• Extension: add “predict and prepare” by having students call out the next cue (e.g., “Wait, then Turn”) before moving.
• EAL/SEN: use simple sentence stems on the worksheet (“I stayed safe by…”, “A cue I followed was…”); allow pointing/ drawing instead of full sentences.