Move and Groove

Introduction to Movement - Year 1

Duration

45 minutes

Class Size

60 students (to be organised effectively in stations)

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Learning Objectives

Aligned with the New Zealand Curriculum Refresh for Health and Physical Education (HPE), Year 1 students will:

• Develop basic movement skills by exploring rolling and jumping.
• Understand and practise safe movement techniques appropriate to their age.
• Recognise body awareness in space through guided physical activities.
• Begin to develop confidence and enjoyment in physical activity.

Curriculum References:

• Movement competence and confidence (Health & PE Curriculum, Level 1)
• Contributes to the competency of Managing Self – students learn to manage their own behaviour, body, and safety during physical activity.
• Participating and contributing – engaging cooperatively in group physical activities.

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Key Competencies and Values

• Thinking: Understanding and applying safe movement.
• Relating to others: Sharing space and equipment respectfully.
• Using language, symbols and text: Following clear instructions and respectful communication.
• Confidence: Trying new movements and exploring physical activities.
• Integrity and Excellence: Demonstrating safe practice and effort during activities.

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Equipment and Setup

• Rolling Mats: Enough mats for 10-12 children per group.
• Jump Zones: Marked spaces on the gym floor using cones or tape.
• Safety cones or markers for station boundaries.
• Visual and verbal instruction posters or prompts at each station.

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Lesson Outline

1. Warm-Up and Introduction (7 minutes)

• Teacher gathers the class and introduces the unit "Move and Groove" and today's focus on basic body movements.
• Brief discussion: What is rolling? What is jumping? When might we use these movements?
• Simple whole-class warm-up: stretching, marching on the spot, gentle jumps.
• Emphasise safety, space awareness, and listening to body signals.

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2. Activity Stations (Rolling and Jumping) (30 minutes)

Divide the class into 5 groups of 12 students each. They rotate through two main stations with teacher or helper guidance.

Station A: Rolling Mats (15 minutes)

• Students practise safe rolling forward and backward on mats.
• Instructions:
• Start in a tucked position.
• Hands and head positions demonstrated for safe rolling.
• Encourage smooth, controlled movements.
• Teachers assist with technique and emphasise spatial awareness.

Station B: Jump Zones (15 minutes)

• Marked zones for:
• Two-foot jumps (in place and forwards).
• Small running jump (jumping from one foot to two feet).
• Encourage soft landings with bent knees.
• Safety focus: waiting turns, no crowding.
• Use playful challenges such as "Can you jump over the cone?" or "How far can you jump safely?"

Each group spends approximately 15 minutes per station before rotating.

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3. Cool Down and Reflection (8 minutes)

• Gentle stretching in a circle.
• Group discussion prompts:
• How did you feel when rolling? Was it easy or tricky?
• What did you notice about jumping safely?
• What was your favourite part?
• Reinforce the importance of warming up and cooling down and how to keep safe while moving.

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Assessment and Feedback

• Formative: Teacher observes students’ movement skills for safe and correct technique.
• Positive feedback given explicitly for effort, body control, and safety.
• Use simple checklists:
• Can the student roll with control?
• Does the student land safely when jumping?
• Encourage peer feedback with guided sentence starters like:
• "I like how you landed softly."
• "Remember to tuck your chin when rolling."

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Differentiation and Inclusion

• Provide additional adult support for students needing help with balance.
• Use visual cues and demonstrations tailored for diverse learning needs.
• Adjust jump distances based on student ability.
• Encourage tāngata whaikaha (students with disabilities) to participate with adaptations as needed.

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Teacher’s Notes

• Group management is essential with 60 students; consider the support of teacher aides or parent helpers.
• Display key vocabulary (roll, jump, tuck, land) at stations.
• Use ngā waiata (Māori songs) linked to movement for cultural integration (optional for warm-up or cool down).
• Reinforce manaakitanga – encouraging students to be kind and help each other.
• Document learning using brief observations and photos for reflection in the unit portfolio.

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This first lesson sets a positive tone for the "Move and Groove: PE Fun" unit, embedding fundamental movement, safety, and social skills in alignment with the New Zealand Curriculum Refresh for Year 1 Physical Education.