Fun Game Creation

Context

This is lesson 10 of 10 in the unit "Fun with Movement Games" for Year 6 students in New Zealand. The focus is on students designing and sharing their own movement games, integrating skills learned throughout the unit. The lesson is planned for a 45-minute session with a class of 25 students.

Learning Area and Curriculum Links

• Learning Area: Health and Physical Education

• Strand: Movement Concepts and Motor Skills

• Achievement Objective:

• Develop and perform specialised movement skills in a variety of movement situations (Level 4)

• Students develop skills in designing and managing movement sequences and games.

• Key Competencies Emphasised:

• Managing Self (planning and structuring own learning)

• Relating to Others (collaborative engagement and communication)

• Thinking (planning and problem-solving in game creation)

• Curriculum Refresh Considerations:

• Emphasise active participation, movement competence, creativity, and inclusive practices to engage all learners.

• Encourage students to communicate rules clearly and demonstrate respect by playing fairly and supporting peers.

Learning Intentions

WALT (We Are Learning To)

• Create and share a new movement game that is fun and active, showcasing movement skills learned in previous lessons.

Success Criteria

• Explain the rules of their created game clearly to the class.
• Demonstrate how to play the game effectively.
• Show teamwork and inclusion during game play.

Resources

• Game creation templates (with sections for naming the game, explaining rules, materials needed, and objectives)
• Video examples of movement games (short clips illustrating different types of games)
• Whiteboard or chart paper for sharing rules
• Equipment used in the unit (e.g., balls, cones, bean bags)
• Timer or stopwatch

Lesson Outline (45 minutes)

Time	Activity	Description	Differentiation & Support
0-5 min	Introduction	Teacher reviews the key movement skills learned during the unit. Introduce the task: designing a new game using these skills. Show brief video clips to inspire creativity.	Use visuals and concrete examples for students who benefit from extra support.
5-15 min	Game Design	Students work in pairs or small groups of 3 to fill in the game creation template. They plan their game’s name, rules, objectives, skills emphasised, and required equipment.	Support students with simplified templates; provide exemplars with scaffolding. Encourage advanced learners to consider game safety and fairness.
15-25 min	Game Sharing	Groups take turns presenting their game to the class. They explain the rules and answer any clarifying questions.	Provide sentence stems to assist communication (e.g., “Our game is called...”, “The rules are...”, “You need to...” ). Allow extended thinking time for some students.
25-35 min	Demonstration & Practice	Each group demonstrates how to play their game with volunteer players. Class tries out short rounds to experience each game.	For slower learners, assign supportive roles (scorekeeper, helper) within the game. Encourage strong students to lead warm-ups or modifications.
35-40 min	Reflection	Whole class discusses what made the games fun and what skills were used. Teacher prompts reflection on inclusion, fairness, and creativity.	Use open questions to engage all students (e.g., “What did you enjoy?”, “What could make the game better?”). Record student feedback visibly.
40-45 min	Extension Option	Discuss organising a class tournament of these games in coming weeks. Groups begin planning logistics or scoring systems if time permits.	Offer leadership roles to advanced learners to organise tournament structure and rules.

Assessment

• Formative assessment during presentations and demonstrations: teacher observes students’ ability to explain rules clearly and demonstrate movement skills.
• Peer and self-assessment encouraged through reflection discussion, focusing on communication, cooperation, and creativity.
• Observation checklist for teacher to note engagement with collaboration, creativity, and the effective use of skills.

Differentiation Strategies

• Support:

• Provide game templates with step-by-step prompts.

• Use visual aids and video examples.

• Pair slower learners with supportive peers.

• Allow oral explanation where writing is difficult.

• Extension:

• Challenge advanced learners to include strategic elements in game design.

• Invite these students to organise the upcoming tournament.

• Encourage students to modify games to include varied physical challenges.

Links to Competencies and Dispositions

• Thinking: Creativity in designing new games and considering movement strategies.
• Relating to Others: Cooperation and respectful communication during sharing and playing.
• Managing Self: Planning and organising activities and explaining ideas clearly.
• Using Language, Symbols, and Texts: Writing and presenting game rules understandably.

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This lesson plan is designed to provide an engaging, hands-on, and inclusive learning environment aligned with the New Zealand Curriculum Refresh for Health and Physical Education, focusing on active, creative movement and communication skills relevant to Year 6 students. It balances structured support with challenges to meet diverse learner needs and supports progression towards Level 4 achievement in physical competence and interpersonal skills.