Move and Change

Equipment Needed

• Cones or spot markers (20)
• Soft balls or bean bags (25)
• Whistle or clapping sound maker
• Colourful scarves or bands (optional)
• Large open space (gym or field)

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Te Timatanga (Introduction)

Culturally Responsive Hook

Begin with a short karakia or waiata to acknowledge the start of the learning session and connect with Māori culture and te ao Māori values, affirming tangata whenua and manaakitanga. Refer to Māori concepts of spatial awareness (e.g., “rāhui” - respecting space) and encourage students to respect personal and shared space.

Activation of Prior Knowledge

Ask students:

• “Can you show me how you can move safely without bumping into friends?”
• “How do you change direction when you are running or playing?”

WALT (We Are Learning To)

• Move safely into space without bumping into others.
• Change direction when moving to avoid obstacles or friends.

Success Criteria

We can:

• Move safely into open spaces.
• Change direction when the teacher signals or when we see friends nearby.
• Show control of our bodies as we move and stop.

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Whakawhanake (Development)

Warm-Up Activity: Space Explorers (5 minutes)

Purpose: Prepare bodies and minds to move into space and change direction safely.

Steps:

1. Explain: “We are space explorers moving through our space safely.”
2. Ask students to walk/jog around the space looking for “open space” with plenty of room.
3. Call out commands and students respond by changing their movement:
   • “Walk forward”
   • “Step to the side” (side steps)
   • “Jump in place”
   • “Turn around” (half turn)
4. Occasionally blow whistle or clap and say “Change!” – students change direction quickly but safely.
5. Highlight keeping eyes up and looking where they move to avoid collisions.

Teaching Cues:

• “Look with your eyes.”
• “Move feet quickly but carefully.”
• “Stop and turn safely.”

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Main Activity 1: Follow the Leader (12 minutes)

Focus: Moving safely into space, changing direction, cooperation, and inclusion

Set-Up:

• Define boundaries with cones.
• Choose one student to be the “leader” at a time; others will follow.

Steps:

1. The leader moves around the space using different movement patterns (walking, side-stepping, jumping, turning).
2. Followers move safely behind the leader, copying their movements and maintaining safe space between each other.
3. Encourage leaders to change direction frequently and use different speeds to challenge followers.
4. After a few minutes, pause and invite new leaders to take turns, ensuring everyone has a chance to lead and follow.
5. During the activity, remind students to watch carefully and move safely to avoid bumping into others.
6. Include moments to stop and reflect on how well they kept space and changed direction safely.

Teaching Cues:

• “Watch the leader’s feet and body.”
• “Keep space between you and your friends.”
• “Change direction when the leader does.”
• “Move safely and carefully.”

Formative Feedback Moments:

• Pause occasionally to ask: “How are you keeping safe space?”
• “What helps you know when to change direction?”
• Praise cooperative behaviour: “Great following and keeping space!”
• Encourage leaders: “Nice clear movements to help your friends follow.”

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Optional Main Activity 2 / Progression: Obstacle Escape (8 minutes)

Focus: Moving into space, changing direction, non-locomotor skills (safe landing, rotation)

Equipment: Use cones or spots to create simple obstacles.

Steps:

1. Children move around the area avoiding obstacles by changing direction.
2. When you call “Spin!” students perform a safe rotation on the spot.
3. When you call "Push!", they gently push a soft ball or bean bag forward with hands.
4. When you call "Jump!", they jump safely over a spot or cone.
5. Encourage continuous movement with minimal waiting.

Teaching Cues:

• “Look where you go before you move.”
• “Bend knees to land softly.”
• “Keep hands ready to push or catch.”

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Safety Considerations

• Clear the area of hazards before starting.
• Emphasise safe stopping to avoid collisions.
• Use soft equipment to avoid injury.
• Monitor that children are spaced out suitably.
• Remind about safe landing to protect joints.
• Ensure students understand to stop if asked immediately.

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Differentiation

Make Easier:

• Use larger spaces to reduce crowding.
• Reduce number of taggers to make finding space easier.
• Allow walking instead of running.
• Provide physical prompts for changing direction (e.g., teacher models).

Make Harder:

• Reduce space for movement.
• Increase number of taggers.
• Add rules for movement (move only sideways or backward).
• Use multiple signals requiring different movement changes.

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Tone & Style

• Use encouraging, positive language: “Great moving!”, “I like how you found space!”
• Give quick, simple instructions.
• Include Māori language and values to engage culturally: e.g., “kia haumaru (be safe), kia tere (be quick)”
• Use movements and sounds to engage auditory and kinaesthetic learners.
• Include peer encouragement to build whanaungatanga.

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Curriculum Alignment and Bicultural Perspective

• Learning Area: Health and Physical Education
• Achievement Objective: Movement Concepts – moving into space, changing direction safely
• Key Competencies Embedded:
  • Managing self - control own body and movement
  • Relating to others - respect space and others’ safety (manaakitanga)
  • Participating and contributing - playing fairly and safely
• Underlying Concepts: Cause and effect (changing direction causes safe movement), perspectives (considering others’ space)
• Bicultural Links: Incorporate Te Tiriti o Waitangi principles by respecting tangata whenua concepts of space and care for others (manaakitanga), use te reo Māori commands or greetings during activities, uphold respectful relationships (whanaungatanga).

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Te Whakamutunga (Closure)

• Gather students sitting in a circle.
• Ask:
  • “How did you find moving into space without bumping?”
  • “When did you change direction? How did you know?”
  • “What did you do to keep safe?”
• Highlight student achievements against success criteria.
• Set “Next steps”: Trying these skills in playground games or at home.
• Close with a simple waiata/karakia or Māori phrase: “Haere rā, kia pai tō rā” (Goodbye, have a great day).

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This 40-minute lesson plan is designed to maximise movement, safety, and engagement for Year 1–2 students, fully aligned with the New Zealand Curriculum refresh and KIWISPORT Fundamental Skills Level 1 principles.

If you would like, I can also provide a dyslexia-friendly reading option or printable summary sheet for ease of use.