Celebrating Movement

Unit: Resilient Bodies in Motion

Lesson 5 of 5: Celebrating Movement: Mini Olympics

Duration: 30 minutes
Class Size: 3 Preschool students (Ages approx. 3-5 years)

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WALT (We Are Learning To)

• Celebrate and demonstrate resilient movement skills we have learned.
• Participate confidently in fun, inclusive physical challenges.
• Show teamwork, persistence, and joy in movement activities.

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Curriculum Links: New Zealand Curriculum Refresh (Health and Physical Education)

Learning Area:

• Health and Physical Education
• Strand: Movement Concepts and Motor Skills (Years 0-3)
• Focus: Developing fundamental movement skills through play and exploration in supportive environments.

Key Competencies Developed:

• Managing Self: Encouraging students to persist and manage their actions positively.
• Relating to Others: Cooperating and celebrating with peers in activities.
• Participating and Contributing: Engaging actively in physical challenges, fostering a sense of belonging and achievement.

Learning Objectives (Aligned to NZC Health & PE):

• Develop confidence and competence in fundamental movement skills (jumping, balancing, running, throwing).
• Demonstrate resilient behaviours during physical activity, such as perseverance and positive interactions.
• Experience success in a supportive environment showcasing individual progress.

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Success Criteria

• I can show key movement skills in the mini Olympics stations.
• I keep trying even if a movement is tricky.
• I cheer for my friends and celebrate everyone’s efforts.
• I follow simple instructions to complete the challenges safely.

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Lesson Overview & Timings

Time	Activity	Description	Notes on Differentiation / Support
0–5 mins	Welcome & Warm-Up	Gentle movement warm-up: stretching, marching, light jogging in place.	Use visual cues and simple language; offer gentle guidance.
5–25 mins	Mini Olympics Challenges	Rotate through 4 simple, fun stations that involve skills practiced in previous lessons. Activities last ~4-5 mins each: 1. Obstacle Hop – hopping over small objects. 2. Balance Beam Walk – walking across a low beam or taped line. 3. Beanbag Toss – aiming beanbags into a container. 4. Sprint Around Cones – running a short distance around cones.	- Modify tasks for different ability levels (e.g., shorten distances, lower difficulty). - Use verbal encouragement and physical prompts as needed. - Keep groups small to give individual attention.
25–28 mins	Cool Down & Reflection	Slow walking and stretching. Circle time sharing what they enjoyed and celebrating successes. Use simple questions like “What was your favourite game?” or “How did you keep going when it was hard?”	Use picture cards or simple sentence starters. Dyslexia-friendly word cards can be used for prompts.
28–30 mins	Closing & Reward	Hand out colourful certificates or stickers celebrating each child's participation and resilience. End with a group cheer and fun music.	Positive reinforcement for all, focusing on effort and enjoyment.

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Differentiation Strategies for Diverse Learners

• Provide additional adult support for children needing fine or gross motor assistance.
• Use visual and tactile prompts to help explain activities.
• Offer choices within stations, such as beanbag vs. ball throw.
• Allow sensory breaks as needed in a quiet space nearby.
• Use clear, simple language and repeat instructions.

Extension Activities for Advanced Learners

• Introduce a simple obstacle course combining multiple skills.
• Challenge with distance goals for beanbag toss or timed sprints.
• Encourage peer coaching roles to support teammates.

Dyslexia-Friendly Reading Supports

• Use large font, high-contrast colour cards with simple keywords and images for activity names.
• Provide sentence starters and checklists with pictures during reflection time.
• Keep verbal instructions clear, slow, and supported with gestures and demonstration.

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Assessment for Learning (Informal & Observational)

• Teacher observes participation, enthusiasm, and effort in each station.
• Note evidence of resilience, such as trying again after a fall or missed attempt.
• Give verbal encouragement and feedback highlighting each child's progress.
• Use simple questioning at reflection to assess understanding and feelings about the activities.

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Reflection & Connection to Curriculum

This lesson builds on the unit "Resilient Bodies in Motion," nurturing physical confidence and resilience, crucial for children's holistic development in critical early years. It aligns with the NZ Curriculum Refresh emphasis on inclusive, strength-based learning environments that celebrate diversity and encourage positive dispositions towards movement and well-being.

The playful context of Mini Olympics supports social and emotional growth while consolidating motor skills learned across the unit. The small group setting allows tailored support, ensuring equitable access and success for each child, fostering manaakitanga (care and respect) in a whānau (family)-like learning community.

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If you require, I can provide printable visuals or simple activity cards to accompany this lesson plan for practical use.

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Would you like me to prepare those or suggest recommended equipment/materials to gather?