Building Team Choreo

Overview

In this lesson, students work in small groups to create and refine a short haka-inspired choreography that shows respect, control, and clear group dynamics. They practise ways of leading, following, and synchronising movements safely.

Learning intentions

• WALT create a short group choreography using a clear beginning, middle, and end.
• WALT show respect in our movements and communication during practice.
• WALT work cooperatively by listening, sharing ideas, and making changes as a team.
• WALT improve accuracy by using feedback to refine timing, levels, and spacing.

Success criteria

• I can create a simple sequence with a clear start, middle, and finish that our group can perform together.
• I can stay in my space and match timing with my group.
• I can use respectful communication (kind feedback, listening, and taking turns).
• I can demonstrate control (safe body positions, steady movement, and appropriate volume/energy).

Curriculum links

• The New Zealand Curriculum (Health and Physical Education): develop movement skills, cooperate in physical activity, and demonstrate respect for others.
• Key idea: learning in movement and sport through practising, performing, and reflecting on how to improve.
• Social learning outcomes: working with others, managing roles, and contributing to group success.

Lesson structure (60 minutes)

1. 0–5 min | Welcome & safety Students sit in a circle. Teacher revises respectful behaviours and safety expectations: clear boundaries, gentle partner feedback only, and no physical pushing. Quick check-in: “What does respect look like in movement?”

2. 5–12 min | Warm-up: body readiness Lead a haka-inspired warm-up focused on whole-body control: standing tall posture, step patterns, arm actions, and rhythmic claps. Add call-and-response for timing: teacher demonstrates, students mirror once, then repeat in unison.

3. 12–20 min | Focus skill: group dynamics drill Students practise three collaboration skills using short prompts:

• Spatial responsibility: “Freeze where you are” (teacher signals freeze; students hold level and shape).
• Timing: “On the count” (teacher calls 1–2–3–4 for movement changes).
• Turn-taking: each group appoints a “setter” for one round and rotates next round.

4. 20–33 min | Choreography creation (Group 1) Groups of 4–5 create a short sequence (about 20–30 seconds) using teacher-provided structure:

• Beginning: a still haka-like shape + clear starting beat
• Middle: 2–3 contrasting movements (for example: step + arm pattern + change of level)
• End: a final pose held for 2 beats Teacher circulates with prompts: “What is your group’s job? How will you show teamwork in timing?”

5. 33–43 min | Rehearsal & feedback rounds Groups perform for another group (teacher-student model first). Feedback uses a “Glow & Grow” method: one thing that looks strong and one specific suggestion. Students record one change only (to keep the task manageable).

6. 43–53 min | Choreography refinement (Group 2) Students update their choreography based on the single chosen improvement. Teacher reminds them to keep spacing and use freeze points so the group stays together. Short check: groups must demonstrate their beginning and end with control before moving on.

7. 53–60 min | Perform & reflect Each group performs once. After each performance, classmates respond with one respectful comment linked to success criteria. Whole-class reflection: “How did we show teamwork today?” Students identify one skill they improved.

Resources

• Clear floor markers or cones for safe space boundaries and group positions
• Lined space cards or visual cue cards for beginning / middle / end
• Stopwatches or phone timers for performance timing (teacher-controlled)
• Teacher checklist for success criteria (timing, spacing, control, communication)
• Paper slips for “Glow & Grow” feedback prompts
• Soft balls or markers (optional) for indicating freeze points
• Suitable music/beat source or teacher claps for rhythm (no amplification if it distracts)

Assessment

• Teacher observation during drills and group creation: timing, spatial awareness, and control (freeze and movement accuracy).
• Group feedback quality: students give one respectful “Glow” and one specific “Grow” aligned to choreography.
• End-of-lesson performance: students show a coherent sequence and demonstrate teamwork through synchronisation.

Differentiation

• Support: provide a movement “starter pack” (two step options, one arm pattern, one level change) and assign roles (timer, space checker, setter).
• Support: allow students to rehearse with a buddy model first, then perform as a group.
• Extension: groups add a transition (for example: a travelling move into a new level) or vary energy levels while keeping timing.
• EAL/SEN: use visual cues for beginning/middle/end and limit feedback to one targeted change; confirm understanding by having students repeat instructions back.